HUNCH Academy
LUNAR SCOOTER WHEEL
Investigation stations
Mini tire test
Supplies needed for Investigation stations
Each group will need
Container of playdough Rulers
A pan of sand A pan of flour
Pencil to use as a axle Different types of mini tire
Examples-
3D printed RC car tires ( Thingiverse.com has ones that are ready to print )
Toy trucks
Replacement RC truck tires
Toddler Bike tire
Scooter tire
Wagon tire replacement
Printable Worksheet
https://docs.google.com/document/d/1dJnu-7SCKa9p8hZn6IgRtfAHFX3xl8RxwHZRSIRm6ic/edit?usp=sharing
Watch Instructional video for station # 1
STATION # 1 - MINI TIRE TEST **TEST ONE TIRE AT A TIME**
This is a test that represents the surface of the moon. You will need two pans. One pan has sand in it and the other has flour. You will also have some play dough to roll the tires in. Make sure you test in the playdough first, then the sand and the flour last. These materials will simulate what the surface of the moon feels like. The moon's surface is like fine sandy dust over rocks with sharp pieces like shards of glass in it. You will have six different tire treads that you will test in all the materials. First, make a Hypothesis about which tire you think will do the best and why you think this? Then which one do you think will do the worst and why? After everyone in your group makes their hypothesis you will start to test. Use the unsharpened pencil as an axle. Everyone in the group should get to roll one of the tires in the material. The students need to work together to measure the tread patterns. Everyone in the group will record data and what they observed while conducting each test on the next slide as they go. Start by gently rolling the tire in the play dough first, and measure how deep of a tread pattern the tire left. You do not want to push down hard. Record what you observed. Next, move to the pan of sand, measure, and record the date. Then, move to the flour and record your observations each time. Things to look for while conducting this experiment is how easily the tire rolls in the material. Did it kick any material up behind it when rolled? Did it pick up any of the material as it was rolled? Answer all the questions as you go. Help each other and collaborate on your data. Have fun and conduct this experiment.
STATION # 1 - MINI TIRE TEST
Answer these questions with each test.
Before testing the tires make a Hypothesis on how deep of a tread you think it will leave in the material?
Make a Hypothesis about which tire you think will do the best and why?
Which tire will do the worst and why?
What tread mark did it make?( does it look like the tire tread or does it look different?
How deep are the tread marks the tire left?
Did any material stick to the tire?
Why do you think this happened?
Did it throw any material in the air while it rolled? ( kick up dust )
Why do you think the tire tread made a difference?
Which tire do you think did the best?
Compare your results with your hypothesis.
Were you right on which one would do the best and worst?
Discuss your results with others in your group.
How did the tread help the tire turn?
Why does the tread of a tire matter?
Do you think this tire tread would work on the moon?
Why do you think this?
Watch video on Wheels and Axles
What is a wheel and axle?
A wheel and Axle is a simple machine that makes work easier. The wheel is the round circle and the axle is the rod that goes right through the very center of the wheel to help it move and stay in place.
The wheel and axle is a simple machine that reduces the friction involved in moving an object, making the object easier to transport. When an object is pushed, the force of friction must be overcome to start it moving. Once the object is moving, the force of friction opposes the force exerted on the object.
We will be using an unsharpened pencil for our axle in this experiments.
Websites about wheels and axles
https://www3.nasa.gov/specials/wheels/
https://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/simple-machines.htm
INVESTIGATION STATION #1- MINI TIRES
Make a Hypothesis about how you think this tire will do in the material ?
Tire #1 white paddle tire-
Hypothesis-
DId the tire roll easy?
Was there a tread mark?
Depth of tread mark-
DId it pick up any sand or flour?
Did the tire kick up sand or flour?
How do you think this tread pattern would do on the moon?
What type of terrain do you think this tread was made for?
INVESTIGATION STATION #1- MINI TIRES
Make a Hypothesis about how you think this tire will do in the material ?
Tire #2 White rectangle tread -
Hypothesis-
DId the tire roll easy?
Was there a tread mark?
Depth of tread mark-
DId it pick up any sand or flour?
Did the tire kick up sand or flour?
How do you think this tread pattern would do on the moon?
What type of terrain do you think this tread was made for?
INVESTIGATION STATION #1- MINI TIRES
Make a Hypothesis about how you think this tire will do in the material ?
Tire # 3 Blue v tread -
Hypothesis-
DId the tire roll easy?
Was there a tread mark?
Depth of tread mark-
DId it pick up any sand or flour?
Did the tire kick up sand or flour?
How do you think this tread pattern would do on the moon?
What type of terrain do you think this tread was made for?
INVESTIGATION STATION #1- MINI TIRES
Make a Hypothesis about how you think this tire will do in the material ?
Tire #4 Blue x tread-
Hypothesis-
DId the tire roll easy?
Was there a tread mark?
Depth of tread mark-
DId it pick up any sand or flour?
Did the tire kick up sand or flour?
How do you think this tread pattern would do on the moon?
What type of terrain do you think this tread was made for?
INVESTIGATION STATION #1- MINI TIRES
Make a Hypothesis about how you think this tire will do in the material ?
Tire #5 white V paddle-
Hypothesis-
DId the tire roll easy?
Was there a tread mark?
Depth of tread mark-
DId it pick up any sand or flour?
Did the tire kick up sand or flour?
How do you think this tread pattern would do on the moon?
What type of terrain do you think this tread was made for?
INVESTIGATION STATION #1- MINI TIRES
Make a Hypothesis about how you think this tire will do in the material ?
Tire #6 black grill tire-
Hypothesis-
DId the tire roll easy?
Was there a tread mark?
Depth of tread mark-
DId it pick up any sand or flour?
Did the tire kick up sand or flour?
How do you think this tread pattern would do on the moon?
What type of terrain do you think this tread was made for?
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.
MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two-column table.
MGSE4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
Elementary Math Standards for Georgia
Elementary Science standards
S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. a. Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day. b. Design and build a structure that demonstrates how shadows change throughout the day. c. Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons. d. Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. (Clarification statement: Students are not required to know the names of the phases of the moon or understand the tilt of the Earth.)
S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. a. Develop a model to support an explanation of why the length of day and night change throughout the year. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)