Best practises – Best practises – Crankshaft machineCrankshaft machine

Pasi Ikonen, Aki Rasinen and Pasi Ikonen, Aki Rasinen and Sonja VirtanenSonja Virtanen

Crankshaft machineCrankshaft machine

Objectives:Objectives: working in groups (2-3 students), problem working in groups (2-3 students), problem

solvingsolving technological problem solving process technological problem solving process

understand how “crankshaft” works (crankshafts understand how “crankshaft” works (crankshafts in everyday life) in everyday life)

brainstorming, inventiveness, modeling, brainstorming, inventiveness, modeling, experimental approaches, creativityexperimental approaches, creativity

Crankshaft machineCrankshaft machine

Contents:Contents:

use of “soft”/easier materials for creating use of “soft”/easier materials for creating the machinethe machine

use of tools for bending and cutting metal use of tools for bending and cutting metal wireswires

ProcessProcess

1. All groups can make an identical1. All groups can make an identical box of box of cardboard (15cm x15 cm x 15 cm, one suggestion) cardboard (15cm x15 cm x 15 cm, one suggestion) 11

The template of the boxThe template of the box- mark out and cut cardboard size of 45cmx30 cm- mark out and cut cardboard size of 45cmx30 cm

- draw 6 squares and - draw 6 squares and

- cut along the green lines- cut along the green lines

- bend along the square lines- bend along the square lines

- use paper fasteners to hold the box together- use paper fasteners to hold the box together

1 1 Good, K. 1999. Amazing Machines. Evans Brothers Limited. London. Good, K. 1999. Amazing Machines. Evans Brothers Limited. London.

ProcessProcess

2. 2. Starting point approach:Starting point approach:- groups are given a thin metal wire (easy to bend) and few extra - groups are given a thin metal wire (easy to bend) and few extra metal wires to make a prototypemetal wires to make a prototype

-students are given an instruction to solve a problem: how to make it -students are given an instruction to solve a problem: how to make it possible to have “a movement” possible to have “a movement” onon the box or/and the box or/and in frontin front of the of the boxbox

- students learn what is an axle- students learn what is an axlehow/why to make a crank of it andhow/why to make a crank of it andto use crankshaftto use crankshaft

- create an idea to what purpose- create an idea to what purposeuse crankshaft?use crankshaft?

ProcessProcess

3. Creating the solution (problem solving)3. Creating the solution (problem solving)

- materials available on the table- materials available on the table

- use of stronger metal wires (use of side pliers, - use of stronger metal wires (use of side pliers, combination pliers)combination pliers)

4. Evaluating the process and how our “machine” 4. Evaluating the process and how our “machine” works.works.

- what did we Iearn?- what did we Iearn?

- how did we solve problems we had- how did we solve problems we had