Mechanisms: Gears

Mechanisms: Gears

The resources consist of: 1. gears theory in HTML format illustrated with Flash animations and diagrams for use with computers 2. gears theory in PDF format that enables easy printing, duplicating and issuing to students 3. gear calculation exercises in PDF format that enables easy printing, duplicating and issuing to students The gears technology notes and animations in this resource explain: • parts of a gear wheel • driver gear • idler gear • driven gear • gears in mesh • preventing gear wheel slippage on a shaft • positive drive • using gears to transmit motion and force • gear train • gear wheel and pinion • velocity ratio (VR) • gear shaft velocity • mechanical advantage • compound gear trains • gear calculations • bevel gears • worm gears • rack and pinion. Level The target groups are KS3 and KS4 students of Engineering, Design and Technology.
LaszloLipot
Iterative design development

Iterative design development

Level The resource is aimed at KS3 and KS4 students of Design and Technology and anyone else who is interested in gaining an understanding of the process of iterative design development. Learning objective The objective is that students will know, understand and use the process of iterative design development in their D&T work, i.e. the cyclic process of analysing, evaluating, modifying and recording design ideas. Resource description The resource consists of lesson plans, HTML and PDF teaching notes and exercises. The methodology used is Presentation, Practice, Production (PPP). Each lesson consists of a lead-in, presentation, controlled practice, free practice, production and review. The lesson plans guide the teaching of: • analysis, evaluation, modification and recording of modifications by using questions that elicit student descriptions of the stages of design development and the cyclic nature of iterative design development • the many ways that designs may be developed • the many reasons for design development. The HTML version of the iterative design development teaching resources contain detailed Flash animations that clearly illustrate the process of iterative design development. The PDF version of the iterative design development description can be easily printed and used as student “hand-outs” for their records. The process of developing 1) a hazy idea into a detailed design and 2) developing a design into something new and better is illustrated in this resource using Flash animations. Detailed examples of how designs may be further developed are also given, e.g. making products more suitable for a particular user, changing the manufacturing material etc. The exercises included in this resource enable students to use the iterative design process to develop new and better designs. How to use the resource Use the lesson plans to guide students through activities that help them develop a thorough understanding of the cyclic process of iterative design development. Use the ways that designs may be developed to extend design activities. Differentiation may be achieved through: • the amount of support given (by guided questions from the teacher, support from peers during student – student interaction • the complexity of task, (e.g. the depth of design development) • the amount of research that students need to undertake.
LaszloLipot
Mechanical Systems Explained

Mechanical Systems Explained

Mechanical systems Level The target groups are KS3 and KS4 students of Engineering, Design and Technology. Resource aim To enable students to learn about mechanisms and mechanical systems in order that they may solve problems and design and make products that include mechanisms. Learning objective The objective is that students will know: • that a mechanical system is a set of physical components that convert an input motion and force into a desired output motion and force • that mechanical systems often comprise of a number of subsystems Resource description The resources consist of Flash animations, HTML and PDF teaching resources and a PDF lesson plan. The teaching resources cover the topics detailed in the learning objectives and include an interactive exercise about the systems and subsystems found on a bicycle. The lesson plan guides the teaching of mechanisms systems and control. The lesson plan suggests a teaching methodology of Presentation, Practice, Production (PPP). The introductory lesson consists of a lead-in, presentation, controlled practice, free practice, production, review and follow on activities. How to use the resource Use the lesson plan to guide students through activities that help them develop a thorough understanding of mechanisms and mechanical systems. Differentiation may be achieved through: • the pace of learning • the amount of support given to students (by guided questions from the teacher, • support from peers duringstudent - student interaction. Follow on activities 1. Students should learn about: • Cams • Chain and sprocket • Couplings • Crank and slider • Friction, lubrication and bearings • Gears • Levers • Linkages • Moments • Motion • Pulleys • Ratchet and pawl • Screws • Springs 2. Students should analyse mechanical systems, i.e. study mechanical systems to understand what the system does, how it’s made, what it’s made of etc. 3. Students should record analysis findings by drawing process diagram of each system and subsystem. 4. Students should apply their knowledge to design and build mechanical systems using mechanisms kits and/or mechanical components and resistant materials.
LaszloLipot
Mechanisms: Levers Explained

Mechanisms: Levers Explained

Mechanisms – levers: resource description The resources consist of Flash animations, HTML and PDF teaching resources and a PDF lesson plan. The notes and animations in this resource explain mechanical advantage and illustrate examples and uses of class 1 levers, class 2 levers, class 3 levers, the bell crank lever and cantilever. The lesson plan guides the teaching of mechanical systems involving levers. The lesson plan suggests a teaching methodology of Presentation, Practice, Production (PPP). The lesson consists of a lead-in, presentation, controlled practice, free practice, production, review and a follow on activity. Level The target groups are KS3 and KS4 students of Engineering, Design and Technology. Resource aim To enable students to learn about levers in order that they may solve problems and design and make products that include levers. Learning objective The objective is that students will know: • that levers can be used to create a mechanical advantage • how to calculate mechanical advantage • that there are 3 classes of lever • that a lever can convert an input motion and force into a different output motion and force • how to use levers in their designing, making and problem solving. How to use the resource Use the lesson plan to guide students through activities that help them develop a thorough understanding of levers. Differentiation may be achieved through: • the pace of learning • the amount of support given to students (by guided questions from the teacher, • support from peers duringstudent - student interaction.
LaszloLipot
Cams Explained

Cams Explained

Mechanisms - Cams Level The target groups are KS3 and KS4 students of Engineering, Design and Technology. Resource aim To enable students to learn about cams in order that they may solve problems and design and make products that include cams. Learning objective The objective is that students will know: • that a cam converts an input motion and force into a reciprocating output motion and force • that there are linear and rotary cams • how to use cams in their designing, making and problem solving . Resource description The resources consist of Flash animations, HTML and PDF teaching resources and a PDF lesson plan. The animations in this resource illustrate linear and rotary cams, parts of a cam, and cam and cam follower. The lesson plan guides the teaching of mechanisms systems involving cams. The lesson plan suggests a teaching methodology of Presentation, Practice, Production (PPP). The introductory lesson consists of a lead-in, presentation, controlled practice, free practice, production, review and follow on activities. How to use the resource Use the lesson plan to guide students through activities that help them develop a thorough understanding of cams. Differentiation may be achieved through: • the pace of learning • the amount of support given to students (by guided questions from the teacher, • support from peers duringstudent - student interaction. Follow on activities 1. Students should learn about: • Chain and sprocket • Couplings • Crank and slider • Friction, lubrication and bearings • Gears • Levers • Linkages • Mechanical systems • Moments • Motion • Pulleys • Ratchet and pawl • Screws • Springs 2. Students should analyse mechanical systems that use cams, i.e. study mechanical systems to understand what the system does, how it’s made, which materials were used etc. 3. Students should record analysis findings by drawing process diagram of each system and subsystem. 4. Students should apply their knowledge to design and build mechanisms using mechanisms kits and/or mechanical components and resistant materials.
LaszloLipot
Mechanisms interactive tests

Mechanisms interactive tests

Mechanisms interactive tests Level The target groups are KS3 and KS4 students of Engineering, Design and Technology. Resource aim The aim is: 1. That students may test themselves about their knowledge of mechanisms and mechanical systems and receive immediate feedback. 2. To inform students and teachers about students’ current levels of knowledge of mechanisms and mechanical systems. 3. That students will want to improve their knowledge of mechanisms and mechanical systems. 4. That the feedback and score interactivity of the tests will encourage students to start the tests over and over again in an attempt to improve their scores and in the process improve their levels of knowledge. 5. That the tests should be used as an Assessment for Learning resource. Learning objective The objectives are that students will know: • that a mechanical system is a set of physical components that convert an input motion and force into a desired output motion and force • that mechanical systems often comprise of a number of subsystems • the following mechanisms and how they work: o Cams o Chain and sprocket o Couplings o Crank and slider o Friction, lubrication and bearings o Gears o Levers o Linkages o Moments o Motion o Pulleys o Ratchet and pawl o Screws o Springs Resource description The resources consist of Flash animations embedded in HTML pages. Two versions of a mechanisms theory test have been produced: 1. a multiple choice test (which could be used as a start of module test) 2. a test which has input fields for answers (which could be used as an end of module test). There are 100 questions about mechanisms in each test. The tests has been separated into three sections, questions 1-33; 34-70; and 71-100 in order to maintain computer processing speed. Feedback that promotes student learning Each question has feedback, a score and a "Start Over" button. As soon as a student makes a choice in a multiple choice question or clicks the "Check Answer" button in the test with input fields, the student is given feedback. The feedback is simply in the form of "Correct" or "Wrong". Students can have multiple attempts at answering correctly but they will only score if their first answer is the correct answer. The "Start Over" buttons allow students to restart the test as many times as they like; (in order to answer correctly first time and to increase their scores).
LaszloLipot
Moral Issues in D&T

Moral Issues in D&T

Moral Issues in Design and Technology I wrote these notes about moral issues in D&T about 10 years ago to help students think about some of the issues concerning designers, manufacturers and consumers. I have not updated the notes for some time so you will find that there are new issues such as fracking and climate change that should be added to the notes. Please feel free to download the notes and update them for your students. Laszlo Lipot http://www.design-and-technology-education.com http://www.notesandsketches.co.uk
LaszloLipot