1 of 13

The Arizona STEM Acceleration Project

LEGO Land Sailing Cars

2 of 13

LEGO Land Sailing Cars

A 5th Grade STEM Lesson

Lisa Nielsen

July 2023

3 of 13

Notes for Teachers

This lesson takes place in a classroom and is intended to occur over 2 class periods.
Students work in teams of 2 or 3.
Lego instructions have been provided, however, design can be adjusted as needed or for creativity.
Lesson focus is on unseen forces and their effect on motion.
Choose ONE fan speed setting for all of the tests. Any speed will do.

List of Materials

LEGO BricQ motion Set (or equivalent pieces)
Masking Tape
Measuring tape
Medium sized table top fans (4 - 6 recommended)
LEGO build instruction pages
Protractor*
Science Notebook

4 of 13

Arizona Standards

Physical Science:

5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.

5.P4U1.6 Analyze and interpret data to determine how and where energy is transferred when objects move.

Science and 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

Crosscutting Concept: Patterns

Math:

4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems. (M, CM)

Measurement (distance)

5 of 13

Objective(s):

I can understand how wind force acting from a distance can change an object’s motion.

I can explore the relationship between energy and forces.

I can demonstrate with evidence conditions that maximize the motion of an object.

I am learning how to represent angles using tools.

6 of 13

Agenda (60 min)

ENGAGE

What is a land yacht? Identify forces (seen and unseen)

EXPLORE

Build land sailing car design.
Test and record data

EXPLAIN

Class discussion

EVALUATE

Share and Present
Checklist/ self-assess
Feedback

**ELABORATE

Modify your design

7 of 13

Let’s Go Land Sailing!

What is causing the land sailor to move?

Which forces did you see in action when watching the video?

What did you notice?

What did you wonder?

8 of 13

Let’s Build!

Build a land sailing car.

Start with the design in the instructions.

Don’t worry! You will get to change it later.

BUILD INSTRUCTIONS

9 of 13

Hands-on Activity Instructions - Testing

Find the best sail angle and shape for making the land yacht travel the farthest distance.

Adjust the angle by turning the small gear.
Use the red bushing to change the shape.
Measure the distance for each angle and shape on your recording sheet.

Change ONE variable at a time.

Set up testing zones ahead of time. Create a starting line with masking tape. Provide data collection tools in each station such as a measuring tape and timer.
Students will think about how they might determine the best angle and shape for the sail. Discuss in their groups how they might test this. LEGO has built in protractors and angle finders. If not using LEGO use a small protractor.
Provide students with a sample recording sheet. Students could also draw this in their science notebooks.
To Test: Students will set their land sail car on the starting line. Start with the sail pointed straight ahead (0 degrees). Start the fan, count to 3, and release. Record observations as or if the car moves. Measure the distance traveled using a measuring tape. For each trial, students will change the angle, for example they may try 15 degrees, 45 degrees, 90 degrees. Allow students a little choice in the angles the want to test. You could also encourage them to predict what kind of angle will work the best. Students should test at least 4 different angles. Encourage them to test what might happen if the sail is pointed back towards the fan.
Students will record the results of each trial to determine which angle and shape will travel the furthest.

10 of 13

Class Discussion

Which angle was best for each experiment?

Which forces did you observe?

Was there a pattern? Could you predict what would happen next?

What were the limits?

Why can’t the land yacht go more than 45 degrees upwind (toward the fan)?

Bring students back together. Pair up with another team to share your results. Have them discuss the following questions:

Which angle was best for each experiment?

Which forces did you observe?

Was there a pattern? Could you predict what would happen next?

What were the limits? (Too much wind at the wrong angle can make the land yacht tip over. That’s why sailboats “reef” their sails to reduce the surface area of the sail, so the boat doesn’t blow over and capsize).

Why can’t the land yacht go more than 45 degrees upwind (toward the fan)? (The sum of the force vectors acting on the vehicle pushes it downwind.)

To facilitate the discussion, it may be helpful to give students some prompt cards for discussion starters. This helps all students at any level feel like they can participate in the discussion.

11 of 13

Assessment

Draw a Model

Show all the forces acting on the objects
Use arrows to show the direction of forces
Show the best angle

Be ready to explain your thinking.

I can explain how wind force acting from a distance can change an object’s motion.

I can determine the angle and sail shape that will travel the farthest distance.

12 of 13

Self-Assessment/Feedback

Choose the brick that best represents your performance.

I can describe with help . I can describe and explain. I can teach others.

I can describe how an invisible force can change an object's motion.

13 of 13

Differentiation

If this LEGO build is too challenging for some students you may try a simpler design here (keep in mind, angle adjustment is not possible).
Preselect the angles for your students to test (0, 45, 90).

Remediation

Extension/Enrichment

Give students the opportunity to create their own sail car design based on what they learned. You should use the engineering and design process.
Create different sail designs.
Calculate the speed of the land sailing car S = d/t.
Can you make the car sail into the wind?

Remediation -

This LEGO build may be a little advanced for some students. If this design is too challenging, try a simpler version of the sail car. This car is a 4 wheel design and does not include the angle adjuster.
Students may need their angles preselected ahead of time.

Extension/Enrichment -

If time allows, I highly encourage having students design their own sail car. This allows them to utilize the engineering process and apply what they just learn to a new design.
A quicker extension might be to design and try out different sail shapes out of paper or other material.

4. Experiment 3: Into the Wind

Have the students turn their land yachts slightly off the starting line and toward the fan to see which sail angle can make the land yacht drive “upwind” toward the direction the wind is coming from. They can use the angle measurement tool from their sets to measure the upwind angle of the land yacht from the line. With the right adjustments, the students will be able to make their land yachts move upwind, but not directly into the wind.