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Wind Powered Cars

A 4th Grade STEM Lesson

Has been used for 3rd-5th Grades

Author: Liana Gillespie

Date: 06/02/23

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Notes for Teachers

Amazon Macrame beads

I use whatever straws I have available.
I use colored sheets so they only use that one sheet.
I pass out the tape myself.
They get a 1 foot each day for 3 days.

List of Materials

Each group needs:

10 disposable plastic drinking straws without bends, for the sail car frame
4 wooden macramé beads, such as those with 3/8-inch inner diameter and 7/8-inch outer diameter (like the one shown in Figure 1), for sail car wheels; any round bead works, as long as the inner diameter is larger than the straw diameter
1 sheet 8.5 x 11-inch (A4) copy paper, for the sail
1 ft of masking tape per day of building
scissors, for modifying the straws and paper
Gallon storage bag
Wind Powered Cars Data Sheet

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Standards

Science

Core Ideas for Knowing Science

P3: Changing the movement of an object requires a net force to be acting on it.

Core Ideas for Using Science

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

Science & Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

Math

4.MD.A.1: Know relative sizes of measurement units within one system of units which could include km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Mathematical Practices

5. Use appropriate tools strategically.

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Objective(s):

After this activity, students should be able to:

Build a small-scale wind-powered sail car.
Understand that energy is transferred from the wind to the sail car.
Explain how they used experimentation and testing to iteratively revise their designs and use a data sheet to track this information.

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Agenda

Day 1 (35 minutes)

Wind Powered Sail Car Slideshow (20 minutes)
Review the Design Thinking Process from the slide. (5 minutes)
Students will each get a blank piece of copy paper. The students will then, on their own, create a design of a wind powered car. Project the slide with materials. Remind them to label items with the materials they will be using.(5 minutes)
Have students choose teams of two bringing their design. The students will then review each design and create one final design with ideas from both. Project the slide with materials. Remind them to label items with the materials they will be using. (5 minutes)
Collect papers

Day 2 (40 minutes)

Pass out papers to finish their design plans. (5-15 minutes)

As they are finishing, I have the students come to a table with the supplies. I review their plans and hand them a gallon storage bag.

They choose the materials from required list and begin construction with their partners.

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Agenda

Day 3 (40 minutes)

I set up 3 long tables with measuring tapes taped to the side all the way down the table. (inches) I have a large box fan at the start of the race track. I place a piece of tape about 6 inches from the fan.

The students place their car prototype at the start line and will have their data sheet with them. I will turn the fan from low to high.

The students will then note the distance from the measuring tapes and write it on their data sheet. The teammates will then discuss what iteration or change they need to make for their prototype to have greater gains the next trial.

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Agenda

Day 4-6

I will usually have 2-3 days for testing then set a “Race Day”.
As testing is commencing we discuss failures or prototypes that move zero inches. These are opportunities for iterations or changes. Thomas Edison is an example of a great inventor that took over 1000 tries for the light bulb to work.

Race day (40 minutes)

Everyone gathers around the race track. Students have one opportunity to race on race day. They will record their final numbers on the data sheet. We celebrate success and the perseverance of all the students.

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Intro/Driving Question/Opening

Who thinks they could design a car that doesn't need gas to make it go—a car that uses a clean pollution-free energy source instead?

What are some clean pollution-free energy sources?

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Hands-on Activity Instructions

Students have the opportunity to choose their partners. If there are students that have different needs then teacher selections will be made.
Students first do blueprint alone. Label materials using on blueprint.
Students then find their partner and make a new blueprint with ideas from both.
Students will then get materials and begin building.
After teams have a model can begin testing at race track.
Students write their data on a sheet of paper for each attempt then iterate.
Discuss energy and if sail car is harnessing and using the wind.
Plan a final day where all students will make an attempt for Race Day.
Discuss what worked and what didn’t. What iterations created prototypes that moved or moved further. What iterations caused cars to not move or decreased movement.
Teacher circulating during the building process and during times not testing to question and formatively assess the students progress.

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Assessment

Formative assessment is made throughout the tasks as teacher circulates the room. Questions are asked of the teams to gauge if they are working cooperatively and as what stage they are at with their prototype.

Are the students persevering? Are the teams iterating their prototypes and testing a few times in the process. Is their data driving their iterations? If they are successful one time can they continue repeating the results?

Wind Powered Car Reflection exit ticket

Participation is team discussion and class discussion after reflection and final race.

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Differentiation

Teacher made groups for students with possible anticipated difficulties with personalities or academic difficulties.

Explain the basic components of a wind-powered car, including the wind sail, wheels, axles, and any additional features they might incorporate into their designs.

For students who find it challenging to visualize the car’s components, consider providing physical models or interactive simulations to help them understand the various components and how they fit together.

Remediation

Extension/Enrichment

Wind Energy Innovations: Have students research and present real-life innovations and advancements in wind energy technology. They can explore the development of larger wind turbines, offshore wind farms, or cutting-edge materials used in wind turbine design.

Field Trip or Guest Speaker: If possible, arrange a field trip to a local wind farm or invite a guest speaker who works in the renewable energy industry to share their experiences and expertise with the class.

Environmental Impact Study: Encourage students to investigate the environmental impact of wind energy compared to other forms of energy, such as fossil fuels. They can research and present findings on topics like greenhouse gas emissions, air and water pollution, and the impact on wildlife.