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INTRODUCTION TO SIMPLE MACHINES

Gears
Teacher’s Guide

KNX 96166-V2
K’NEX Education is a Registered Trademark
© 2007 K’NEX Limited Partnership Group of K’NEX Limited Partnership Group.
and its licensors.
Conforms to the Requirements of ASTM
Standard Consumer Safety Specification
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Other U.S. and foreign patents pending.
Protected by International Copyright.
All rights reserved.

A NOTE ABOUT SAFETY: CAUTIONS:

Safety is of primary concern in science and Students should not overstretch or overwind their
technology classrooms. It is recommended that Rubber Bands. Overstretching and overwinding
you develop a set of rules that governs the safe, can cause the Rubber Band to snap and cause
proper use of K’NEX in your classroom. Safety, personal injury. Any wear and tear or deterioration
as it relates to the use of the Rubber Bands of Rubber Bands should be reported immediately
should be specifically addressed. to the teacher. Teachers and students should
inspect Rubber Bands for deterioration before
each experiment.
Caution students to keep hands and hair away from
all moving parts. Never put fingers in moving Gears
or other moving parts.

CHOKE HAZARD - Small parts.

Not for children under 3 years.

GEARS
 INTRODUCTION TO SIMPLE MACHINES
Introduction:
OVERVIEW
This Teacher’s Guide has been developed to support you as your students investigate the K’NEX Intro to Simple
Machines: Gears set. In conjunction with the K’NEX materials and individual student journals, the information and
resources included here can be used to build your students’ understanding of scientific concepts and channel their
inquiries into active and meaningful learning experiences.

K’NEX INTRO TO SIMPLE MACHINES: Gears

As part of a series, this K’NEX construction set is designed to introduce students to the scientific concepts associated
with gears. Students are provided with the opportunity to acquire skills using a hands-on, inquiry-based approach to
information and concepts. Working cooperatively, students are encouraged to interact with each other as they build,
investigate, discuss, and evaluate scientific principles in action.

TEACHER’S GUIDE
Designed as a resource for the teacher, this guide provides a glossary of key terms and definitions, includes an
overview of the concepts associated with gears, identifies student objectives for each investigation, and offers plans
and scripts to successfully present selected models and their associated activities. We have also provided a selection of
black line masters for your classroom use. These comprise illustrations and short definitions of some of the concepts
featured in the model building activities. Most investigations can be completed in 30 to 45 minutes. Each
investigation also includes a suggested extension activity, which may be used to further explore the concept that was
the focus of the investigation. We recommend that teachers review their curriculum and science education standards
to identify those activities that best support their academic needs.

STUDENT JOURNALS
It is expected that students will have journals available for recording observations and student responses. Students
should be encouraged to enter initial thoughts at the start of an inquiry, such as inferences about possible outcomes
or expository text describing what they already know about a concept or topic. Encourage students to revisit and
revise their initial thoughts frequently during each investigation, until they feel confident enough to draw one or more
conclusions. Students should feel comfortable consulting journal entries from other investigations within and
occasionally outside the unit of focus. Their journal entries will help them make connections between the models they
have built, the investigation they have conducted, and how this information is applied to real-world machines that
they may use in their daily lives. Journals provide students with a place to practice drawing and labeling diagrams of
systems, as well as providing a means of assessment for the Simple Machines unit. Journal Checklists are included in
the Teacher’s Guide for each model and the associated inquiry activities

TABLE OF CONTENTS
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Key Terms & Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-8
The Crank Fan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-18
The Car Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19-24
The Blender (with extension activities for the Eggbeater) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25-30
The Stationary Bicycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-34
Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-40

NOTE: The K’NEX Intro to Simple Machines: Gears set also includes instructions for building models of a
Phonograph and a Chain Saw. These models can be used to reinforce concepts and to enhance the students’
understanding of the ways in which gear systems work.

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 Wheels & Axles
INTRODUCTION TO SIMPLE MACHINES

Gears
Background Information

OBJECTIVES
Students will:
1. Investigate the characteristics of gear systems to understand how they work.
2. Describe the relationships between the parts of a gear system.
3. Construct different types of gear systems and demonstrate how they function.
4. Understand how differences in gear size within a system affect speed and force output.
5. Identify how rotational motion changes into linear motion using different gear systems.
6. Identify how the use of a gear system affects work in relation to force, distance, speed,
and direction.
7. Analyze objects/tools in terms of their application as gear systems.

KEY TERMS and DEFINITIONS for the teacher.

The following is intended as a resource for the teacher. The age of the students, their abilities and prior knowledge,
and your curriculum requirements will determine which of these terms and definitions you introduce into your
classroom activities. These terms are not presented as a list that students copy and memorize. Rather, they should be
used to formalize and clarify the operational definitions your students develop during their investigations. Students
should be encouraged to use the appropriate terms in context as they write about their discoveries in their journals.
Simple Machine:
A simple machine is a device that transfers energy in a single motion. Simple machines make work easier by changing
the way in which work is done. A simple machine does not, however, reduce the amount of work that is needed to do
the job.
Force:
Any kind of push or pull applied to an object.
Effort:
The force that is applied to move a load or overcome a resistance (i.e. the force that is applied to do work.) The force
applied to a simple machine is called input or effort force.
Resistance:
The force exerted by an object against the effort force.
Work:
In science, work refers to the amount of force used to move a load (object) through a given distance. Work can be
defined as follows:
W =FxD
Where W = work
F = the force applied to an object
D = the distance through which the force is applied
NOTE: If an object does not move, work has not been done.
Gear:
A wheel with teeth around its outer rim.
Gear Train:
Two or more gears that interlock or mesh together form a gear train. As one gear turns, its teeth push against the
teeth of the adjacent gear causing the second gear to turn in the opposite direction.

w w w. k n e x e d u c a t i o n . c o m 3
INTRODUCTION TO SIMPLE MACHINES

Driver Gear:
The gear to which the effort force is applied. The driver gear transfers the effort force to the next gear in a gear
train, the driven gear.
Driven Gear:
The gear that moves the load.
Idler Gear:
This gear makes those on either side of it rotate in the same direction.
Mechanical Advantage (MA):
(Appropriate for students whose Math skills allow them to understand and work with fractions.)
A mathematical calculation that indicates how many times a machine multiplies effort force or speed. For a gear
system, mechanical advantage can be calculated using the following formula:

Number of teeth on the driven gear

= MA
Number of teeth on the driver gear
Because the units (teeth) cancel each other out, mechanical advantage is always expressed as
a number without a unit.
For example: MA = 16 teeth
=2
8 teeth
Gear Ratio
(Appropriate for students whose Math skills allow them to understand and work with fractions and ratios: generally
Grade 5 or above.)
A ratio of the speed of rotation of the driver gear in a gear train to that of the driven gear. It can be calculated by
comparing the number of teeth on the driven gear to the number of teeth on the driver gear in
the train.
Gear ratio = Number of teeth on driven gear (84) 6
= = 6:1
Number of teeth on driver gear (14) 1
Sprocket
A toothed wheel on which a chain runs.
Chain and Sprocket
The driver system used to transmit rotary motion from a driver axle to a driven axle. The links of the chain mesh
with the teeth on a sprocket.

KEY CONCEPTS
The following summarizes some of the key
concepts associated with gears and is offered here
as a resource for the teacher. You may find some
of this information helpful as you prepare your
classroom activities using the K’NEX Intro to
Simple Machines: Gears set.

Gears are used to transfer motion and force

from one location to another. These may be
transferred directly through physical contact
between gears in a gear train or transferred
over a distance by a chain or belt that
connects two or more gears.
Fig. 1
Gear: A wheel with teeth around its outer rim.

4 GEARS
 GEARS

In order to work, the teeth on gears must interlock or be connected by a chain or belt. A simple
gear train comprises two or more meshed gears with only one meshed gear on each axle.

The gear wheel to which the effort is applied is called the driver gear. In the K’NEX Crank Fan model,
the driver gear is the gear that is attached to the crank axle. The driver gear transmits turning forces
to the driven (or follower) gear causing it to rotate in the opposite direction.

The force applied to the driver gear is the effort force or input force; the driven gear produces the output force.

Key fact about simple gear trains: In a simple gear train with two gears of the same size, the driven gear turns at
the same speed as the driver gear, but in the opposite direction.

Gear systems may make work easier:

Gear systems can make work easier by making things easier to move. They can do this in the following ways:

Transfer motion and force from one location to another. When a twisting force, known as torque, is
applied to the driver gear, its teeth transfer force and motion to the teeth of the adjacent driven gear. An
example of this application is found in a salad spinner.

Load

Driver Gear Driven Gear

Effort

Fig. 2

Change the direction of rotational motion. Adjacent gears in a gear train spin in opposite directions relative
to each other. In gear trains made up of odd numbers of gears, however, the direction of rotational motion of
the driven gear is the same as the direction of rotational motion of the driver gear. Examples of this use can
be found in an eggbeater and in the mechanism of a clock.

Idler Gear

Driver Gear Driven Gear

Fig. 3

Gear train with an odd number of gears.

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INTRODUCTION TO SIMPLE MACHINES

Multiply the force applied to do a job. Using different sized gears in a gear train or sprockets wrapped by a
chain, affects the output force of the driven gear. A small gear driving a larger gear multiplies force at the
expense of speed.

(Appropriate for use with students whose Math skills allow

them to understand and work with fractions and ratios.)

Number of teeth on driven gear 24

MA = = =3
Number of teeth on driver gear 8

When mechanical advantage is greater than 1,

effort force is multiplied by the gear system.
Fig. 4

Change the output speed of a system. Using

different sized gears in a gear train or
sprockets wrapped by a chain, affects the
output speed of the driven gear.

• Speeding Up.
A large driver gear turning a small driven gear increases the turning speed of the axle attached to
the driven gear.

(Appropriate for use with students whose Math skills allow them to understand and work with
fractions and ratios.)
For example: An 84-tooth driver gear will make 1 complete turn for every 6 turns made by a 14-
tooth driven gear. In this case the gear ratio of 1:6 indicates that the output speed is 6 times faster
than the input speed. This is called gearing up. Gearing up will increase the speed of rotation but
decrease the force.

6 GEARS
 GEARS

• Slowing Down.
A small driver gear turning a large driven gear slows the turning speed of the axle attached
to the driven gear.

For example: A 14-tooth driver gear will make 6 complete turns for every 1 turn made by an
84-tooth driven gear. This ratio of 6:1 indicates that the input speed of the small driver gear is
6 times faster than the output speed of the large driven gear. This is called gearing down.

Gearing down will decrease the speed of rotation, but increase the force.

REMEMBER: When driving a car, you shift UP through the gears (1st, 2nd, 3rd, 4th) to go faster and shift
DOWN through the gears (4th, 3rd, 2nd, 1st) to go slower.

Types of Gears
Spur Gears: These gears lie in
the same plane and turn in opposite
directions when meshed. Different
sized spur gears turn at different
speeds and with different amounts
of force.

Sprocket Gears: A special type

of spur gear consisting of two gears
on the same plane, set apart from
each other and linked by a chain.
Sprocket gears turn in the same
direction. Different size sprocket
gears turn at different speeds and
with different amounts of force.
If they are the same size they turn
at the same speed and with the
same force.

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INTRODUCTION TO SIMPLE MACHINES

Crown Gears: These gears lie in planes at right angles to each other. Different sized crown gears turn at
different speeds and with different amounts of force.

Rack and Pinion Gears: These gears

consist of a toothed bar and a toothed
wheel. Rack and pinion gears change
circular motion into linear motion.

Worm Gears: These gears consist of a spiral edged cylinder called the worm and a toothed wheel called
the worm gear. A worm and its worm gear turn in different directions, at different speeds and with
different amounts of force. The worm gear turns more slowly than the worm. Worm gears generally slow
down motion.

Useful Web sites: http://science.howstuffworks.com/gear.htm

Don’t be deterred by the first paragraph, which you may feel is too difficult for your students – if you
continue through the site and follow some of the links you will discover some very helpful animations.

8 GEARS
 GEARS Crank Fan

The Crank Fan:

An example of the use of a spur gear system.

OBJECTIVES
Students will:
1. Understand and describe the transfer of motion through a spur gear system.
2. Investigate the relationship between gear size, speed of rotation, and force.

MATERIALS
Each student group will need: You will need:
- 1 K’NEX Gears Building Set with Building - Pictures and examples of different spur gear systems.
Instructions booklet (Suggestions: music box; electric fan; hand-held can
- Masking Tape opener; gear operated toy.)
- Dot stickers (optional) - K’NEX gears for students to examine before they begin the
building activity. (Remove a sufficient number of gears
- Student Journals
from each K’NEX Introduction to Simple Machines: Gears
set so that each student has access to 2 gears.)
- 2 large rubber balls (optional.)
- Cardboard and Popsicle sticks (optional)

NOTE: As described below, this activity may take more than 45 minutes.

PROCEDURE
Introduction
If this is the students’ first experience with gears, you may want to demonstrate the transfer of energy from one
object to another. Using two large rubber balls, have a student roll one ball into the other. Ask the students to
describe their observations. Use the following questions to help them identify what took place:

What did the first ball do to the second ball?

The first ball pushed the second ball.

When was the exact moment that the pushing The first ball pushed the second ball when
took place? the two balls came into contact.

What was transferred from one ball to the other? Motion, energy, force.

Distribute 2 gears to each student. Encourage them to think about how they would describe a gear and to
explore how gears fit together.
Begin the lesson by discussing and expanding what the
Gears are wheels with teeth around their
students have discovered about their gears. You may
outer rim. The teeth of one gear fit between
choose to accept their operational definition for how the
(mesh with) the teeth on the other gear.
gears operate, or formalize the terms they use in
describing the gears and how they fit together.

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INTRODUCTION TO SIMPLE MACHINES

Explain that gears are simple machines

that transfer energy in the form of Suggestion: Use circles of cardboard and carefully glue
motion from one location to another. Popsicle sticks to them to represent gears. Make sure that the
Use a child’s gear toy or a gear train Popsicle sticks are evenly spaced around the circles. It is
that you construct from cardboard to easier to make a pair of gears that are the same size than
demonstrate what happens when you gears that have different numbers of teeth. Mount the gears
rotate one gear that is in contact with a to a larger piece of cardboard with pushpins, making sure
second gear. that they mesh and rotate easily.

Distribute pieces of tape or dot stickers. Instruct students to place a small piece of tape (or dot sticker) on each
of the two K’NEX gears they used earlier so they can observe the direction that the gears move. Ask students to
lay the gears on a piece of paper on their desk and to mesh the gear teeth together. Ask one student to put a
pencil point in the hole on each gear to hold them in place while the other student turns one gear.

Ask the students how they are able to

move only one gear and cause the As one wheel turns, its teeth push against those on the other
second gear to also move. gear wheel. See diagram below.

Encourage the students to see how many gears they can put together into a gear train. They should sketch and
label the direction of rotation of each gear.

This is an excellent opportunity to introduce formal terms that the students should use during their
experiments with gears. This activity lends itself to the introduction of driver gear, driven (or follower) gear,
and gear train.

Ask the students to describe in which If the first gear wheel is turning in one direction, it will push
direction each of their gears turned. the second gear wheel in the opposite direction.

Ask the students to think of other examples of gears used in their daily lives. Many students will identify the
gears on bicycles. This will give you the opportunity to explain that there are several different types of gear
systems and that the type used will depend on the job that needs to be done. For example, the gear system on a
bicycle is different from the gear system in a can opener.

Pass a hand-held can opener around the room. Allow the students time to explore the gear mechanism.

Encourage the students to brainstorm a list of other objects that use gear systems. Record these on the board.
Be prepared to show examples if the students are not aware of any gear systems.

10 GEARS
 GEARS Crank Fan

You may wish to introduce the concept of motion and

use formal terms to describe the types of motions the
students used in the previous activity. Some of the terms Motion refers to an object’s change
you may want to include are: input motion (the of position over time in relation to a
students’ hands turning the first gear), output motion reference point.
(the movement of the second gear caused by the input
motion), rotational motion (turning about a point),
linear (straight-line) motion. (Provide the students
with an example of linear motion as a comparison to
rotational motion.)

Divide the class into groups made up of 2 to 3 students.

Building Activity
Distribute a K’NEX Gears building set to each group. Ask the students to open the materials and locate the
Building Instructions booklet. If the class has not used K’NEX building materials, review the Building Tips
page, particularly the information about the purple connectors. Allow the students some time to explore the
materials – it is crucial that they grasp the building concept at this stage so that frustrations are avoided later.
Make sure the students return the gears handed out in the earlier part of the lesson to their set.

Provide some basic guidelines for keeping track of all the pieces in the set so that they will be available for
future use. Remind students that they will need about 5 minutes at the end of the class period for clean up.

Explain that they will build a model of a crank fan that uses a gear system to turn the fan blades. Direct their
attention to the photo of an electric fan on Page 2 of the Building Instructions booklet or have an actual
example for display in the classroom.

Ask students to build the model according to the instructions booklet.

Building Tip:
To prevent the 2 red axles from coming loose in their housing we recommend adding gray connectors. (These are
the small clips – approximately 2.5 cms. long - with one closed, circular end through which a rod may pass and
one open end into which a rod can be snapped.) They should be added in the following locations:

1. At the free end of the upper fan blade axle.

2. On either side of the existing gray connectors on the lower or crank axle.

Inquiry Activity: How is motion transferred through a spur gear system?

Use the following guidelines and script to help the students explore the function of a spur gear system.

Steps
1. (a) When the models are completed, allow the students time to explore. Ask them to locate and identify the
gears. They should watch the gear mechanism in operation as they turn the crank.

(b) Encourage the students to identify

If your class has already completed the wheel and axle
any additional simple machines with
investigations, this is an ideal opportunity to facilitate a
which they are familiar and that may
quick review of this simple machine.
be present in their fan models.

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INTRODUCTION TO SIMPLE MACHINES

(c) Ask the students to explain how the gear system turns the fan blades. Help students to see that the fan’s gears
fit together and that they are in line with one another. Remind students of their earlier investigation where
they used the gears in line with each other as the gears lay flat on the table. Explain that in this arrangement,
known as a spur gear system, the gears fit together, or mesh, along the same line or in the same plane. In this
model the gears are arranged one above the other. You may have to ask students to turn the model on its side
so they can see that the gears are in line with each other as they were in the previous activity.

2. (a) Ask the students to draw a diagram of the crank fan in their journals. The gears can be represented
symbolically – there is no need for the students to attempt to draw every tooth in the gear wheels.
For example:

Axle or shaft

Overlapping
circles represent
gears meshing

(b) Encourage the students to give names to the various parts of their model. You can then formalize these and
ask them to label their diagram appropriately. Labeled parts will include:

Crank, driver gear, driven gear, and fan blades.

3. The students should respond in their journals to the following:

• Does the fan have moving parts?

List the moving parts in your journal. Crank, driver gear, driven gear, fan blades.

• Describe how the moving parts The crank is connected to the driver gear by an axle. The
that you listed above are teeth on the driver gear mesh with the teeth on the driven
connected to each other. gear, which is connected to the fan blades by an axle.

• Describe the input motion - the

motion they use when they The input motion is circular or rotational. They turn their
operate the crank. hand in a circle.

• Describe the motion of the gears.

The gears turn or rotate.

• Draw arrows on your diagram to

show the direction each part
moves as you operate the fan.

12 GEARS
 GEARS Crank Fan

4. Ask the students to attach a small piece of masking tape to the edge of one fan blade and
ask them to select a reference point so they can keep track of the fan blade as it rotates.
Encourage them to turn the crank.

(a) Ask the students to turn the crank to make one rotation. Have them continue turning the crank but they
should vary the speed at which it is turned.

Ask them how they can make the Students should observe that the speed of the fan was entirely
fan turn faster/slower. dependent upon the speed at which the crank was turned.

(b) Suggest that they mark the two

gear wheels with either a dot BOTH gears make one complete rotation with one turn of
sticker or with a pencil mark. The the crank.
marks should be made at the point
where the two gears mesh. Then
ask them to make one slow turn
of the crank. What do they notice?

(c) Students should note in their

journals the sizes of the two They are the same size.
gears - driver and driven – used
in the model.

(d) Do they think there could be a

relationship between the size of The students should be helped to understand that these two
the gears and their findings to gears, that are the same size and meshed together, rotate at
(b) above? the same speed even though they are on different axles.

(e) Ask the students to turn the

crank one additional turn, but The fan blades also make one complete turn with one turn of
this time, ask them to notice how the crank.
far the fan blades travel. One
student should count the number
of times the blade with the
masking tape passes the selected
reference point, while the other
should focus on making just one
full turn with the crank.

(f) How easy/hard is it to turn the Note: This will generate subjective responses, but will help
crank with this gear arrangement? the students make comparisons when they explore other
gear arrangements for the model.

(g) Ask them to summarize what their

observations show concerning the Students should notice that all the moving parts rotate once
distance the two gears and the fan with one turn of the crank.
blades turn with one rotation of
the crank.

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INTRODUCTION TO SIMPLE MACHINES

NOTE: We recommend that 2 groups work together for Step 5 below. One group should build the model with the
large gear as the driver, and the other group should build the version of the model with the small gear as the
driver. Having both models available will make comparisons easier.

5. (a) Ask the students to speculate what they think will happen if they use
(i) a large gear wheel to drive a small gear wheel and
(ii) a small gear wheel to drive a large gear wheel.
They should make a note of their responses in their journals.

(b) Encourage the students to discover if their predictions were correct by rebuilding their models using two
gears that are different in size. They should use the diagrams on the right hand side of Page 3 of the
Building Instructions booklet as a guide.

(c) Ask them to think of a way to

compare the speed that the fan Use the technique adopted in Step 4 - put a piece of masking
turns, with the speed of the crank tape on one fan blade and observe where it is before a turn
when the big gear is attached to the of the crank and then notice how many times the tape
crank and the small gear is attached passes that same point when the crank is turned one time.
to the fan blades.

(d) How easy/hard is it to turn the

crank with this arrangement Students should observe that when the big gear drives the
compared to when the gears were small gear, the fan turns more quickly than the crank: 1
the same size? turn of the crank results in approximately 6 turns of the fan
blades. The crank, however, is harder to turn than it was
All their observations should be when the model had both gears the same size.
recorded in their journals.

(e) Students should then compare the speed at which the fan turns with the speed of the crank, when the small
gear is attached to the crank axle and the big gear is attached to the fan blade’s axle.

(f) How easy/hard is it to turn the crank with this arrangement, compared to when the gears were (i) the same
size and (ii) the large gear was the driver?

Observations should be recorded

in their journals. Students should observe that when the small gear drives the
big gear, the fan turns more slowly than the crank: it takes 6
turns of the crank for the fan blades to make 1 complete
rotation. The crank, however, is easier to turn than in either
of the other 2 gear arrangements.

6. (a) Discuss their observations of gear systems using different sized gears.

(b) Ask the students if their observations support the prediction that they each wrote earlier. Encourage the
students to support their conclusions using evidence from their investigations.

14 GEARS
 GEARS Crank Fan

Applying The Idea

Review the findings of Step 3 with the class:

Did the crank and the gear on its

axle move at the same speed? They move at the same speed: one turn of the crank (wheel)
causes the gear on the same axle to rotate once.

Did you notice the same results Yes. Even when gears are a different size, if they are on the
when you used a smaller gear? A same axle they will rotate at the same speed.
larger gear?

When you operated the fan using two gears that were the same size, which of these statements was true?
The driver gear turned faster than the driven gear?
The driven gear turned faster than the driver gear?
They both turned at the same speed.
They turned at the same speed: one rotation of the driver
gear turned the driven gear through one rotation.

Ask the class to summarize these findings about the fan with the same sized gears by completing the
following sentences:

Gears that are on the same axle rotate at the

same speed
__________________ __________________

Gears that mesh and are the same size rotate at the
same speed
__________________ __________________

In this crank fan all the moving parts rotate at the

__________________ __________________ same speed; same size

because the driver gear and the driven gear are the
__________________ __________________

Ask the students to record the Turning the crank was easier when the small gear turned
advantages and disadvantages of the large gear. However, the fan turned more slowly than
the 2 different gear systems they the crank. Although the crank was harder to turn when the
investigated in Step 4. large gear turned the small gear, the fan blades turned
much faster than the crank.

Encourage the students to discuss Answers will vary. Possible answer: A small gear turning a
situations where each gear system large gear would be most useful if the object that must be
would be most useful. Encourage turned is heavy. Turning a large, heavy object would need
them to include “effort force,” less effort force when the driver gear is smaller than the
“driver gear,” and “driven gear” in driven gear.
their responses.

15
INTRODUCTION TO SIMPLE MACHINES

Extending The Idea

(Suggested grade levels are indicated.)
[Grades: 3-4.]
1. Suggest that the students search the Internet for additional information about gear systems. They could
conduct a Google® search using the key word: “gear.”

[Grade: 5.]
2. (a) Remind the students that they used a crude measurement to compare the input and output speeds of the
gear wheels when they completed Steps 4(e), 5(c), and 5(e). Explain that what they discovered was a simple
Gear Ratio.

(b) Explain that a more accurate approach is to compare results by counting the number of teeth on each gear
wheel. Write the equation for the Gear Ratio on the blackboard, dry board, or overhead projector so that it is
visible from any location in the classroom.

Number of teeth on the driven (follower) gear

Gear Ratio =
Number of teeth on the driver gear

For example: 14/84 gives a gear ratio of 1/6 or 1:6

Explain that a 1:6 gear ratio means that for every complete revolution of the driver gear, the driven gear makes
6 complete revolutions. Or, said another way: the output speed is faster than the input speed.

[Grades: 3-5.]
3. (a) Ask all the student groups to remove the fan blades from their crank fans and set them aside.

(b) Divide the groups so that half have crank fans in which the large gear is the driver gear and the small gear is
the driven gear. The remaining groups should have crank fans in which the smaller gear is the driver gear
and the larger gear is the driven gear. Students do not need to disassemble their fans. Simply have students
attach the crank to the appropriate shaft. (See diagrams below.) In order to watch the speed of rotation of
the second gear in the gear chain, students should attach a yellow connector to the end of that gear’s axle.
(This connector replaces the blades that, if used on the lower axle, will strike the tabletop unless the model
is pushed to the very edge.)

Set-up one: Crank on upper axle. Put the Set-up two: Crank on the lower axle. Put the
yellow connector on the end of the lower axle. yellow connector on the end of the upper axle
where the blades used to be.

16 GEARS
 GEARS Crank Fan

[Grade: 5.]
(c) Ask the students to determine the gear ratio of their crank fan. Students should write the gear
ratio in their journals and describe, in their own words, what the gear ratio means in reference
to their crank fan.

(d) Encourage the students to tell you what is gained by using this gear train. If students need clarification, ask
them whether their fan turns quickly or slowly. You can then take this opportunity to help the students
understand they cannot use a machine to gain both speed and force. They can gain speed at the expense of
force or gain force at the expense of speed. If you decide to include this there is space provided in the chart
below for students to record their findings.

[Grade: 5.]
4. The groups should exchange fans and repeat Step (d) above.

[Grade: 5.]
5. Ask the students to organize their observations and conclusions regarding gears in a table or chart. (See
Journal Check below.) It may be helpful to provide a chart such as the one shown here.

GEAR TRAIN FAN SPEED GEAR RATIO INCREASED OUTPUT

SPEED VS. CRANK SPEED (APPROXIMATE) SPEED OR INCREASED
OUTPUT FORCE

Gears are same size

Large driver gear moving

small driven gear

Small driver gear moving

large driven gear

[Grade 4-5.]
6. Ask the students to brainstorm
how they could change the design
The crank and fan would turn in the same direction if a
of the crank fan so that the crank
third gear – an idler gear - were added to the gear train
and the fan turn in the same
between the driver and driven gears.
direction. If necessary, hint that
they would have to add something
to the mechanism. This will
provide you with an opportunity
to introduce the concept of the
idler gear.

Allow students time to test their ideas.

17
INTRODUCTION TO SIMPLE MACHINES

JOURNAL CHECK:
Students should keep individual journals to record their findings. The following are examples of the types of
items that could appear in each student’s journal:

✔ Diagram of crank fan including labels and arrows.

✔ Record of student observations.

✔ Predictions.

✔ Conclusions.

✔ A table such as the one shown below that summarizes their findings.

GEAR TRAIN FAN SPEED GEAR RATIO INCREASED OUTPUT

SPEED VS. CRANK SPEED (APPROXIMATE) SPEED OR INCREASED
OUTPUT FORCE

Gears are same size. Fan speed equals 1:1 No change.

crank speed.

Large driver gear moving Fan speed is greater 1:6 Increased output speed.
small driven gear. than crank speed.

6:1 Increased output force.

Small driver gear moving Fan speed is slower
large driven gear. than crank speed.

18 GEARS
 GEARS Car Window

The Car Window:

An example of a spur gear system used to convert
rotational motion into linear motion.

OBJECTIVES
Students will:
1. Construct and understand the mechanism of a model system representing a real-life object.
2. Observe how rotational motion is converted into linear motion using a spur gear system.
3. Explore spur gears as a means to multiplying output force.

MATERIALS
Each student group will need:
- 1 K’NEX Intro to Simple Machines: Gears set - Dot stickers or small pieces of tape
with Building Instructions booklet - Student Journals

PROCEDURE
Introduction
If your students have explored the The rotational motion of the turning crank was transferred
CRANK FAN model, ask them to tell through the rotational motion of the gears causing the fan
you how motion was transferred blades to turn.
through the fan system.

Remind the students that a spur gear

system was used to change the speed In a spur gear system, the gears are meshed and turn in the
and direction the blades of the fan same plane. How fast or slow the fan turns relative to the
turned. Ask students to describe a spur crank depends on the arrangement of different sized gears
gear system and how the gear ratio of in the gear train. Also, since the spur gear system in the fan
the system affects the motion of the contains two gears, the fan blades turn in the opposite
fan. Encourage students to use “gear direction to the force applied to the crank handle.
train” in their answers.

Explain that they will discover, as they build

an operating car window, that not all gear Suggest they look at the photo on Page 4 of the Building
systems using spur gears result in Instructions booklet.
rotational output motion. But, before they
begin their inquiry they should each
imagine they have to explain how to operate
a car window to a time traveler from 1776.
Ask one or two students to provide
directions for opening the car window. If
the students tell you to, “Push the button,”
explain that using a button is a quite recent
design modification and that there are still
many cars on the road that require more
work from the window operator.

19
INTRODUCTION TO SIMPLE MACHINES

Ask the students to tell you what you Students should provide an appropriate definition similar to
mean by ‘work.’ the one provided in the list of Key Terms and Definitions on
Page 3 of this Guide.

Explain that opening a window has usually required you to manually wind the window up or down. [Go through the
motion of winding a window up and then winding it down.] Ask students to identify the type of motion that was
needed to turn the handle of the car window. (Rotational). Explain that this rotational motion is the input motion.

Help the students to understand that

regardless of whether you push a Up and down or Linear.
button or wind the handle, the output
motion—the motion of the window—is
the same. Ask them to identify the
window’s motion.

Tell the students they will be exploring the mechanism that makes a car window move. As part of this inquiry
they will discover how a spur gear system can change rotational motion into linear motion.

Divide the class into groups made up of 2 to 3 students.

Building Activity
Distribute a K’NEX Intro to Simple Machines: Gears set to each group.

Ask the students to turn to Page 4 and 5 of the Building Instructions booklet and construct the model of
the CAR WINDOW. If time is a concern, we recommend that one student complete Steps 1-5 while another
group member is completing Steps 6-9. If groups comprise more than two students, have a third student
complete Steps 10-12 while the others are building their portions of the model. Students should be ready to
help each other assemble parts of the model. For example, joining Step 4 to Steps 1, 2 and 3 may require
more than one pair of hands.

Building Tip:
In Step 3, pay particular attention to the placement of the blue rod (with the free end) within the white connector.

Inquiry Activity: How can gears convert rotational motion into linear motion?
Steps
1. (a) When the students have completed
the models, allow them some time Spur gear, wheel and axle, lever.
to explore. Ask them to locate and
identify (i) the gear trains in their
models and (ii) the types of simple
machines used to make up
their models.
(b) Each group should investigate exactly how the mechanism works. On the board, provide some guidelines
for their investigations and discussions:
• How does the mechanism work?
• Which parts move?
• What type of movement is applied to the blue crank (the input movement)?

20 GEARS
 GEARS Car Window

• Describe the movement of the window (the output movement.)

• Why is a small gear wheel used as the driver to turn a large driven gear?
• How can you control the speed of the output motion?
• Why does the crank turn many times but the window rises only slowly?

Students should record their initial thoughts in their journals.

2. As a class activity, review the steps that occur from applying the effort force to the handle, to the raising
of the window. Ask volunteers to describe, step-by-step, what takes place and use the following to start
the description:
“ Turning the crank counterclockwise causes the……”
Record the steps on the board.
Review their other thoughts, recorded in 1(b), as a class activity.

3. Review the ways simple machines can make work easier – they multiply the force applied or they increase
the distance (speed) the resistance moves. Remind them that force and distance cannot both be increased
at the same time.
You may wish to complete the next activity as a class.

4. (a) Lower the car window all the way and then turn the blue crank one full turn to raise the window.
(i) When you turn the crank
through one full turn how This gear makes 1 complete rotation.
far does the first 14-tooth tan
gear turn? You may want to
mark a starting point with a
pencil or a dot sticker on the
gear wheel and count how
many teeth it moves as you
turn the crank.
Students should record their answers in a table such the one shown below. (DATA TABLE 1).

(ii) How far does the 34-tooth

yellow gear that meshes with This rotates through approximately 14-teeth – a little less
the tan gear turn? Record your than half a turn.
answer in the table.

(iii) Based on the observations

recorded in (i) and (ii) Driver gear.
above, which moves faster -
the driver gear or the
driven gear?

(iv) [For Grade 5 only:]

Using your knowledge of Students should reason that the driven gear turns more
gear ratios, what is gained, slowly than the driver gear. Therefore, if speed is lost, then
or multiplied, as the effort the system has multiplied force.
force moves through the
first gear train?

(v) How is force transferred to Force is transferred along the axle that connects the large
the second gear train? gear of the first gear train with the small gear of the second
How are these two gear gear train.
trains connected?

21
INTRODUCTION TO SIMPLE MACHINES

DATA TABLE 1
1st Gear Train
14-tooth tan gear 34-tooth yellow gear

Type of gear (driver/driven) Driver Driven

Result of 1 rotation of the blue crank 1 complete rotation (through all Just under one half of a rotation
on the gears 14 teeth) (through 14 teeth)

Fastest gear ✔ Speed lost as the force is transferred

Force gained ✔

(b) Place a mark/dot sticker on one tooth of the second 14-tooth tan gear (this shares the same axle as the
34-tooth yellow gear.) Try to place the mark on the tan gear so that it lines up with the one you placed on
the yellow gear.

(i) Turn the blue crank through

1 full turn and notice how far Students should notice that both gears move through a little
the tan and yellow gears turn. less than half a full rotation.
You can count the number of
teeth the gear moves through,
or you may want to consider
the movement in terms of the
hands on the clock. For
example the gear moves from
9 o’clock to 2 o’clock. Students
should record their answers
in a table such the one
shown below.

(ii) Given that the yellow and

Help the students to see that although these two gears are
tan gears are different sizes,
different sizes, they turn through the same proportion of a
how do you explain your
circle because they are on the same axle.
findings for (i) above?

22 GEARS
 GEARS Car Window

(c) Place a mark or sticker on the large 82-tooth gear. Lower the car window again and turn the
blue crank 1 full turn to raise the window. Watch the large 82-tooth yellow gear and count
the number of teeth through which it rotates.

(i) How much does it turn? In

comparison to the other It rotates through approximately 6-7 teeth, or nearly one
gears how fast does it rotate? twelfth (1/12) of a complete rotation – a very small distance.
It is a slowly moving gear wheel.

(ii) What is gained by using the

second gear train with the
Students should reason that the driven gear turns more
large 82-tooth gear?
slowly than the driver gear. Therefore, if speed is lost, then
force is multiplied.

DATA TABLE 2
2nd Gear Train
14-tooth tan gear 82-tooth yellow gear

Type of gear (driver/driven) Driver Driven

Result of 1 rotation of the blue crank Slightly less than one-half (1/2) a Approximately one-twelfth (1/12) of
on the gears full rotation (through 6-7 teeth.) a full rotation (through 6-7 teeth.)

Fastest gear ✔ Speed lost as the force is transferred

Force gained
✔

d. (i) Describe how the window is

moved by the second gear train. The window is attached to the large gear’s axle in the second
gear train by levers. When the large gear moves, force is
transferred along the levers causing the window to be raised
or lowered.

(ii) How is the motion of the window

different from the motion of the It is linear; the crank and the gears rotate.
crank and the gears?

5. Ask students to consider how

Students should infer that using thicker glass means that the
using thicker glass would affect
window would be heavier. Therefore, the gear trains or levers
the design of the car window
would need to be changed to have a greater output force.
mechanism.

23
INTRODUCTION TO SIMPLE MACHINES

Applying The Idea

Ask the students to draw a diagram of the car window model in their journals. They should label the following:
crank, driver gear, driven gear, and lever. Their diagrams should indicate two driver gears and two driven gears.

Students should draw arrows on their diagrams to show the direction of motion of each moving part as the
crank turns to raise the window.

Students should describe how the mechanism works in their journals using the step-by-step process they
identified in the class discussion.

Students should complete the following sentence:

“As energy is transferred through the machine,
speed; force.
__________________ is lost but __________________
is gained.”

Ask the students to brainstorm:

Why it is important for a car window to move slowly?
How is the car window system in a family car made safe so that passengers are protected from injury?

Extending The Idea

[Grade: 5]
1. Ask students to calculate the mechanical advantage of EACH gear train. Use the following directions:
(i) Count the number of teeth on the driven gear.
(ii) Count the number of teeth on
the driver gear.
(iii) Divide the number of teeth
on the driven gear by the Remind students that when MA is greater than 1, force is
number of teeth on the multiplied. MA of the first gear train equals 2.4. MA of the
driver gear. second gear train equals 5.8.

[Grade: 5]
2. Ask the students if their calculations of mechanical advantage support their earlier inference, in Inquiry
questions 4a(iv) and 4c(ii), that force was gained using these two gear trains.

JOURNAL CHECK:
✔ Diagram of car window including labels and arrows

✔ A record of student observations as indicated by responses to questions in Steps 1(b) and 3.

✔ Completed data tables.

✔ An explanation of the transfer of force or motion through the machine to the window.

✔ Inferences describing how changing the properties of the window would affect the mechanism used
to raise it.

24 GEARS
 GEARS Blender

The Blender:
An example of a crown gear system.

OBJECTIVES
Students will:
1. Construct and investigate the mechanism of a model system that represents a
real-life object.
2. Observe how rotational motion is transferred from one plane to another using a crown
gear system.

MATERIALS
Each student group will need: You will need:
- 1 K’NEX Gears Building Set with Building - A blender + food for demonstration purposes
Instructions booklet
- Student Journals

NOTE: In Extending the Idea you will find building and associated activities for the EGGBEATER model.
(See Pages 10 and 11 of the Building Instructions booklet.)

PROCEDURE
Introduction
Ask the students to describe how
Force and motion are transferred from one gear to another
motion was transferred through a
along the same plane.
spur gear system.

If your students have completed the

CRANK FAN activity, review how a spur Students should remember from the Crank Fan activity that
gear system can make work easier by when gears are the same size, neither speed nor force is
changing output speed or multiplying gained. You can use this opportunity to explain to them that
output force. Help the students some machines use gears that are the same size in order to
understand that they cannot use a change the direction of rotation.
machine to gain both speed and force.
Explain that there is always a trade-off
when they use a simple machine. They
can gain speed at the expense of force
or gain force at the expense of speed.
Ask the students to describe what is
gained when a gear system uses the
same sized gears in a gear train.

Explain that a spur gear system is just one type of gear arrangement. Tell the students that they will explore the
gear mechanism used in a blender. The arrangement of gears in a blender differs from that used in a crank fan.
Their model blender will be hand operated.

25
INTRODUCTION TO SIMPLE MACHINES

Demonstrate how a real blender works and discuss:

The different jobs that a blender does.
How some blenders use different speeds to cut, chop, beat, or homogenize foods.

Using the K’NEX Blender as an example, demonstrate on the board how to make simple labeled drawings of gear
systems, using arrows to show the direction in which the gears turn. Emphasize that it is unnecessary to draw
every gear tooth – they can be shown symbolically.

Gear Wheel

Axle

Gear Wheel

Divide the class into groups made up of 2 to 3 students.

Building Activity
Distribute a K’NEX Gears building set to each group. Ask the students to turn to Pages 6 and 7 of the
Building Instructions booklet and construct the BLENDER. To save time, we suggest that one student builds
Steps 1-4 while another group member completes Steps 6-8.

Inquiry Activity: How does this machine change the direction of the effort force?
Steps
1. When the models are completed,
allow the students time to explore. Gear system, wheel and axle. The gear train in this model
Encourage them to locate and uses a crown gear; we recommend that you allow the
identify the gear train. Ask them students time to investigate its characteristics before
to identify which types of simple discussing it formally with the class.
machines were used to make up
their models.

2. Ask the students to draw a diagram of the blender in their journals. The following parts should be clearly
labeled: crank, driver gear, driven gear, and chopper. Write these terms on the board.

Ask the students to draw arrows on their diagrams to show the direction of motion of each moving part as the
crank turns.

3. Help the students understand how their model works by asking them to investigate the following:

(a) Where is the effort force applied?

The effort force is applied to the crank.

26 GEARS
 GEARS Blender

(b) What type of motion is the input

motion (or effort force)? The input motion is a rotational motion.

(c) Where does the output motion take The output motion happens at the chopping blades.
place? What type of motion is it? The output motion is also a rotational motion.

(d) Compare input and output motions. They are the same in that they are both rotational motions.
How are these motions the same? They are different in that they rotate in opposite directions.
How are these motions different? Also, the chopper blades rotate in a horizontal plane. The
crank turns in an up and down [vertical] plane. If your
students are not familiar with the concept of planes, you
may accept their operational description of the relationship
between the gears. Students may say one gear is flat and
the other is on its edge.

(e) Observe and describe the motion

of each moving part. Is the part Crank: vertical; 1st gear: vertical; 2nd gear: horizontal;
rotating in a vertical plane or a blades: vertical.
horizontal plane?

(f) Try to identify where the motion

changes from moving in a vertical
(up and down) plane to moving in a
horizontal (or flat) plane.

(g) Ask the students to investigate and

discuss with their team members:

(i) How they can control the speed Adjust the speed at which they turn the crank.
of the output movement.

(ii) Why the crank rotates at

The driver and the driven gear wheels have the same
the same speed as the
number of teeth and rotate at the same speed. The crank is
cutting blades.
directly connected to the driver while the cutting blades are
directly connected to the driven gear.

(iii) Whether or not the

mechanism will be easier If your students have studied the wheel and axle they will
to turn without the be familiar with the fact that it is easier to turn the wheel
crank handle. (crank handle) than it is to turn the axle.

4. Ask the students whether this gear

system increases speed or changes Students should notice that the gear system changes the
the direction of motion. They direction of motion.
should record their observations
in their journals.

27
INTRODUCTION TO SIMPLE MACHINES

Applying The Idea

Explain to the students that they have been exploring a crown gear system. Ask them to take one of the spare
gear wheels from the set and suggest a reason why the name “crown” is used. If necessary demonstrate to the
students how the yellow gears have teeth that are set at 90-degrees to the surface of the gear. Looked at from its
side the gear resembles a crown. These teeth mesh with those on the rim of a second gear to give a 90-degree
change in direction. Recommend that the students make a note about the name of this gear in their journals.

Calling on volunteers, review with the class the way in which energy is transferred from one plane to another (or
through 90-degrees) using a crown gear.

Where is the effort applied? To the crank.

What type of movement is the effort? Rotational motion.

Why does the driver gear turn? The crank turns the axle; the driver gear is
on the same axle and turns also.

What name is given to this particular driver gear? Crown gear.

Does the driver gear lie in a vertical or Vertical.

horizontal position?

How is the position of the driven gear different The driven gear lies in a horizontal plane.
from that of the driver?

How does the driver transfer energy to the driven gear? Its teeth mesh with the driven gear so that
when it turns so does the driven gear.

Where is the output motion produced? At the blades.

What type of output motion is it? Rotational motion.

Students should be encouraged to include this information in their journals in their own words using
appropriate vocabulary.

They can also be encouraged to complete the following summary statement:

A crown gear can change the direction

of motion from _______________________ Answers will vary: one plane to another; a
vertical to a horizontal plane; some may
state that it changes it through 90-degrees.

You may want to explore the benefits of using a crown gear system rather than a spur gear system with your
students in the following way:

28 GEARS
 GEARS Blender

1. Review their findings - a crown gear system helps do work by changing the direction of
motion. This means that the effort force can be applied in the direction that is easiest and
have the work take place in a different direction.

2. Ask them to compare the space taken up with a crown gear system and a spur gear system. The students
should recognize that a crown gear system could produce a more compact arrangement.

Ask the students to record these benefits in their journals using appropriate vocabulary.

Extending The Idea

Ask students whether or not they think that the same principles of gear ratios, speed, and force that they
observed in spur gear systems also applies to crown gear systems. Have the students write their predictions in
their journals.

Direct the students’ attention to the building instructions for the EGGBEATER on Pages 10 and 11 of the
Building Instruction booklet. Discuss some of the features of an eggbeater’s design – the need for a fast output
speed from the beaters to mix the eggs faster and more efficiently than by using a fork, for example.

What other machine have they studied

Crank fan.
that must operate at high speed?

Could a similar gear system and mechanism be used to operate an eggbeater?

1. Ask the students if they can interpret how this machine works using only the building instruction
diagrams on Pages 10 and 11.

Use questioning strategies to determine student understanding:

(a) Look at the diagrams and identify the parts that move and suggest what their function might be.
(b) Suggest how the moving parts are joined together to create a change in direction.
(c) Describe the direction of the input force and the direction of the output force.
(d) Identify the driver and driven gears.
(e) What is the direction of rotation of the driver and driven gears?
(f) Describe how the eggbeater gears are arranged differently from the crank fan gears.
(g) Will the handle rotate at the same speed as the beaters?
(h) Do the beaters turn in the same direction?
(i) Will the mechanism be easy or difficult to turn if the handle is removed?

2. The students should be given time to record their ideas in their journals.

3. Allow students time to build and investigate the K’NEX EGGBEATER.

4. (a) Ask the students to explain the movements and function of the mechanism they have investigated.

(b) How did their interpretation of the drawings differ from what they found when they built the model?

(c) Ask the students to describe whether it was easier to investigate the drawing or the model. They should be
prepared to explain their answer.

29
INTRODUCTION TO SIMPLE MACHINES

JOURNAL CHECK:
✔ Identification of the gear mechanism.

✔ Diagram of the blender, including labels and arrows.

✔ Record of student observations as indicated by responses to questions in Step 3.

✔ Identification of the relative motions of moving parts.

✔ Identification of the change in direction of motion and force.

✔ How did the crown gear get its name?

✔ Benefits of using a crown gear system to change the direction of motion.

NOTES:
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30 GEARS
 GEARS Stationary Bike

The Stationary Bike:

An example of a chain and sprocket system.

OBJECTIVES
Students will:
1. Build and investigate the mechanism of a model system that represents a real-life object.
2. Observe how motion and force are transmitted through a distance using a chain and
sprocket system.

MATERIALS
Each student group will need: You will need:
- 1 K’NEX Intro To Simple Machines: - A bicycle (optional)
Gears set with Building Instructions booklet
- Student Journals

PROCEDURE
Introduction
Review with the students how gears are
In a spur gear system, the gears are meshed and in line.
connected and how energy/motion is
Force and motion are transferred from one gear to another
transferred through a spur gear system.
along this line. If your students are familiar with the term
“plane” you can explain that the force and energy are
transferred along the same plane.

Remind students that a spur gear

Students should remember that when gears are the same
system makes work easier by changing
size, neither speed nor force is gained. Your gain is that
the output speed or multiplying the
you may be able to change the direction of motion.
output force. Remind students that
they cannot use a machine to gain both
speed and force. There is always a
trade-off when you use a simple
machine. They can gain speed at the
expense of force or multiply force at the
expense of speed. Ask the students to
tell you what is gained, if anything,
when a gear system uses gears of the
same size in a gear train.

Explain that a spur gear system is just one type of gear arrangement. Tell the students that they will explore
another type of gear system, one in which the gears DO NOT touch. The system they will investigate is one that
is used in a stationary bicycle.

31
INTRODUCTION TO SIMPLE MACHINES

Discuss how the stationary bicycle’s design is based on a 2-wheel bicycle. If possible provide an example of a
bicycle for the students to investigate. Alternatively, ask the students to look at Pages 12 and 13 of the Building
Instructions booklet to interpret how they think the mechanism works.

Ask them questions about how the bicycle works and encourage them to use terms they already know that are
associated with a bicycle’s gear system:

Foot power, via the pedals.

Where does the power come from to drive the bicycle?

Which parts move and what are their functions? Various answers.

How is the power transferred to the rear wheel? Chain.

How is the gear arrangement in this mechanism

different from the spur gear system they The chain and sprocket drive system uses a
have studied? chain to transmit rotary power from a driver
axle to a driven axle. Sprockets are toothed
Responses to this question will give you the wheels on which a chain runs. They are placed
opportunity to discuss the chain and sprocket a certain distance apart but the chain links
drive system. mesh with the teeth on the sprocket so that
turning one gear moves the chain and thus
turns the second gear.

Divide the class into groups made up of 2 to 3 students.

Building Activity
Distribute a K’NEX Gears set to each group.
Ask the students to turn to Pages 12 and 13 of the Building Instructions booklet and construct the model of
the STATIONARY BIKE. To save time, we suggest that one student completes Steps 1-6 at the same time as
another group member completes Steps 7-11.

Inquiry Activity: How is motion and force transferred using a chain and
sprocket system?
Steps
1. (a) Following completion of the
construction phase, allow students
time to explore their models.
Encourage the students to identify
the parts of their model bicycle.
(b) Using the model as an example,
demonstrate on the chalkboard
how to make simple labeled
diagrams using arrows to show
the direction of movement. See
example to the right:

Chain Direction of
Movement
Sprocket

32 GEARS
 GEARS Stationary Bike

(c) Ask the students to sketch a diagram of their bicycles. Encourage them to give names to
the various parts of their model. You can then decide whether or not to formalize these.
The following terms may be helpful:

Sprocket, chain, pedal, drive mechanism, links, driver gear, driven gear,
driver axle, driven axle.

(d) Have the students draw arrows on their diagrams to show the direction each part moves as the pedals
are turned.

(e) Ask the students to compare the

direction of motion of the axle on Both axles turn in the same direction.
the driver gear with the direction
of motion of the axle on the
driven gear.

(f) Students should record all their observations.

2. Encourage the students to continue exploring the chain and sprocket mechanism as they answer the
questions below. Ask the students to record their responses.

(a) Where is the effort force applied?

What type of motion is the The effort force is applied to the pedals. The input motion is
input motion? a rotational or circular motion.

(b) Where does the output motion

take place? What type of
motion is it? The output motion happens at the back wheel. The output
motion is also a rotational or circular motion.

(c) What is the function of the

chain in this system? The chain transfers energy/motion from the gear at the
pedals to the gear at the rear wheel.

(d) Describe the transfer of

energy/motion through your Turning the pedals transfers motion and its energy along
stationary bike system. Start the driver axle to the sprocket at the front of the bike (driver
at the pedals and end at the gear). As the front sprocket turns, motion is transferred to
rear wheel. the chain. The chain transfers that motion and its energy to
the rear sprocket (driven gear). The turning of the driven
gear turns the rear wheel.

Applying The Idea

NOTE: It may be helpful to have a model of the crank fan available for comparison at this point in the lesson.
Ask the students to write one reason
why bicycles use a chain and sprocket Answers will vary. Possible answer: In a spur gear system,
system rather than a spur gear system. the driven gear turns in the opposite direction to the driver
Remind them to use their crank fan gear. To go forward, you would have to pedal backwards.
notes if they need a little refresher on
spur gears.

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INTRODUCTION TO SIMPLE MACHINES

When the students are finished, ask individual students to share their ideas with the class. Record student
responses on the board.

Review the list. Ask the students to think about other machines that transfer motion over a distance. Tell the
students that chains are not the only way to transfer motion over a distance. Encourage them to brainstorm a list
of other machines that use a sprocket system to transfer motion. They will need help with this and it may be a
good idea to have pictures of some of the machines listed below. You can then ask the students to work out where
the chain and sprocket system is found in them. Examples you could use:

The checkout counter at the grocery store - a checkout uses a conveyor system.

A roller coaster at an amusement park - a chain is used to pull the roller coaster up the first big hill.

An escalator in a department store.

Extending The Idea

[Grade: 5]

1. Remind students that the term

gear ratio refers to the number Students should be able to conclude that the gear ratio is
times the driven gear turns relative 1:1 based on the identical nature of the gears used.
to the number of times the driver
gear turns. Ask the students to
estimate the gear ratio of their
stationary bike models.

[Grade: 5]

2. Ask students to explain why Possible answers: Different combinations of gears provide
ten-speed and mountain bikes use different gear ratios. Most will probably suggest that they
several different sized gears. use different sized gears going up hills compared to riding
on flat streets.

JOURNAL CHECK:
The following should be recorded:

✔ Identification of the gear mechanism.

✔ Diagram of the stationary bicycle, including labels and arrows.

✔ Record of student observations as indicated by responses to questions in Step 2.

✔ Identification of relative motions of moving components.

✔ Description of the transfer of energy/motion through the bicycle system.

34 GEARS
 GEARS

GEARS: Changing direction, speed,

and force…

A gear is a wheel with teeth along its outer rim.

Gears can:
Change the direction in which something moves.
Change the speed that something moves.
Change the force needed to make something move.

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INTRODUCTION TO SIMPLE MACHINES

GEARS: On the move…

Driver Gear

Driven Gear

DRIVER GEAR: The gear to which the effort force is applied.

DRIVEN GEAR: The gear connected (meshed) to the driver gear.

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 GEARS

GEAR TRAINS: Changing the direction

of rotation…

Idler Gear

Driver Gear

Driven Gear

Two, or more, gears meshed together make up a gear train.

Meshed gears turn in opposite directions.

An idler gear makes the gears on either side of it turn in the

same direction.

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INTRODUCTION TO SIMPLE MACHINES

CROWN GEARS: Changing planes…

A crown gear meshes at right angles (90-degrees) to another

gear and changes the direction of motion. One gear turns
vertically (up and down), while the other turns horizontally
(side to side).

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 GEARS

GEARS: Changing speed and force…

Large driver Small driven

gear (slow) gear (fast)

SPEEDING UP: A large driver gear makes a small

driven gear turn faster. This increases turning speed,
but reduces turning force.

Small driver Large driven

gear (fast) gear (slow)

SLOWING DOWN: A small driver gear makes a large

driven gear turn more slowly. This reduces turning
speed, but increases turning force.
INTRODUCTION TO SIMPLE MACHINES

GEARS: Try this…

Which way will these gears turn?

(a) (b)

(c) (d)

(e) (f)

34 GEARS