Explain how to conduct an investigation.

To ensure success, consider giving more guidance on building and programming, such as:

Tell them to start their motors at your signal, so that they pull away from each other.

Ask the teams to place equal amounts of weight and mass in the baskets before starting the contest.

Attach the robots back-to-back with the LEGO ® chain.

When the pupils have finished their tests, organise a tug-of-war contest: The pupils can refer to the Design Library for inspiration.įind the most powerful machine in the classroom Ask them to build their own models, carry out the same tests as with their original Pull-robot, and compare the results of the two investigations. It does not greatly increase the strength of the movement.Īsk the pupils to explore new designs for a pull machine. The Pull-robot that pupils are working with uses a bevel gear mechanism to change the direction of the motor rotation. Keep in mind that these tasks are an extension of the “Investigate” section and are designed for older or more advanced pupils. Use the “Investigate more” section of the pupil project as an optional extension. This final step will depend on the friction of the surface. Find the heaviest object you can pull with your model when it is fitted with tyres. This evidence supports the idea that when a pull force is greater than opposing forces, objects should move.ģ. The system will suddenly become unbalanced. Increasing the force pulling in that direction.

This will cause the frictionīetween the wheels and the surface to be greater on the Pull-robot side, With the same amount of bricks in the basket, put the large tyres on the model and carry out tests.Īsk the pupils to put the tyres on the Pull-robot. Increase the friction on the basket side.Ģ. You can also use the small tyres as objects to place in the basket. You can use an arrow to symbolise the direction of the force. At that point, pupils have balanced forces in front of them. Pupils can use any object, but nothing too heavy, as the goal is to reach equilibrium. It will take around 300 grams on a regular surface to stop the Pull-robot from moving. Investigate by adding light objects and then heavy objects to the basket until the device stops moving. Using this model, pupils should be able to conduct an investigation about pull forces.ġ. Unbalanced forces can cause a change in an object’s motion (speeding up, slowing down, etc.)Īsk your pupils to collect their answers with text or pictures in the Documentation tool. Can you describe the relationship between balanced forces and an object’s ability to move?.After the lesson, pupils should be able to discuss the fact that the motion of an object depends on the direction of the greater force. This means that at this point, your pupils’ answers may be incorrect. This answer should be based on pupils’ predictions.

Predict what will happen if the pull force is greater in one direction than the other.Depending on the mass of an object, it can also be more difficult to move the object on a slippery surface, because there is less grip to push or pull it. It is easier to move an object on a slippery surface than on a rough one. Can you explain friction? Is it easier to pull something on a normal surface than on a slippery one?.To make it move, pull or push it, or, more generally, apply a force to it. Name different ways in which an object can be moved.

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