Students now know how the location of pivots determines how much, and in which direction, the outputs will move, and how much force it will take to move the outputs. This knowledge is the basis for redesigning their MechAnimations. Trying to balance distance and force requirements provides an example of tradeoffs.Students may also have elaborated the story the MechAnimation is to tell.This too is a basis for redesigning the MechAnimation.
Pegboard bases, strips and fasteners for modeling the mechanism of a MechAnimation
Cardstock – 100 sheets
Corrugated cardboard: 50 sheets (8 ½ x 11") and 200 strips (1” x 11”)
Paper fasteners – 3 boxes of 100 each
Markers, Post-Its™ & craft supplies for decorating MechAnimations
There is a trade-off between more movement and more ease of movement.
2.Designing and redesigning. Students modify and develop their MechAnimations and MechAnimation stories for presentation.
1.By Lesson 11 students know how to make mechanisms move the way they want them to move. Most students have developed story ideas to go with their mechanisms. Let other students help those who are stuck with either mechanical problems or who lack story ideas.