Skip to main content
Teacher Portal

Play

Part 1 - Step by Step

  1. InstructInstruct each group that they will design and build a Mars Buggy for their Astronaut using the new pieces introduced from the kit (wheels and axles). Students will document trial runs to test if their buggy moves or not using wheels and axles.

    Example mars buggy build, with a thin platform, a seat for the astronaut, and three wheels with no motor.
    Example Buggy
    Example mars buggy build viewed from below, showcasing how the three wheels are connected to the bottom of the buggy uses connector pieces and pins.
    Bottom of Example Buggy

     

  2. ModelModel how students to use their Date Collection Sheet to keep track of the design sketches and the different trials for testing the movement of the wheels. Encourage students to draw images if they struggle to write effectively.
    • Model for students how to record all their trials in the Data Collection Sheet.
      • Their designs can be sketched in any of the blank space and they should also keep track of how the materials affect the wheel’s ability to spin.
      • Encourage students to draw images if they struggle to write effectively.

    Labeled Data Collection Sheet, with a data table with 4 columns at the top that are titled from left to right as follows: Trial, Wheel used, Shaft used, Did it work? Why? The data table itself is blank. Below the data is a space for notes and two sketches of buggy designs.
    Model Using a Data Collection Sheet

     

  3. FacilitateFacilitate the building by walking around the room and asking groups about their ideas or their processes in testing the various materials.

    Encourage a discussion by asking the following questions:

    • What pieces did you use so far in your build?

    • Why did you choose those pieces?

    • How did you get your wheels to move?

  4. RemindRemind groups to keep trying and documenting their trials on their Data Collection Sheet.
    • Building can easily get frustrating, but they can keep going back and trying again to best incorporate the wheels and axles.
    • Remind students that axles are called 'Shafts' in the VEX GO Kit.

    VEX GO categories poster displaying two types of VEX GO pieces: wheels and shafts.

  5. AskAsk students how they have changed their build between each trial. What went well, and what did not?
    • How did students solve the problems that they faced when building and designing?

Optional: If students are unable to answer a question in the moment, encourage them to use their Data Collection Sheet to keep track of questions to ask at the Mid-Play Break.

Mid-Play Break & Group Discussion

As soon as every group has built a Mars buggy with functioning wheels and axles, come together for a brief conversation.

  • What did you find most difficult when adding or removing wheels and axles from your Buggy?
  • Ask students to explain the positions of their wheels and axles using spatial language.
    • Where on your buggy did the wheels go? Under? On top? Inside? Outside?
    • Which kind of wheel did your team use? Why?
    • Are your wheels centered on the buggy? Or are they towards the front, back, sides?

This Mid-Play Break will also be used to introduce gears and their functions. Watch the animation below to see two gears rotating together in opposite directions.

ACTS ASKS
  1. Have students find two gears in their kits and pull out two of your own for the demo.
  2. Show students the video of the two gears meshing from the Lab 5 Image Slideshow.
  3. Using a plate, two gears, and pins mesh the two gears. Spin the first gear for the students to observe.
  4. Show students the image of the three gears meshed together from the Lab 5 Image Slideshow.
  5. Continue to show the images of gears in the Lab 5 Image Slideshow.
  1. How can we connect these gears?
  2. What do you observe about the movement of the gears? Is this gear to the left or the right of the other gear? 
  3. What do you predict would happen if another gear was added at the end of the line of gears?
  4. What do you notice about the movement of the three gears?
  5. What do you observe about the movement of the gears when they mesh?

Part 2 - Step by Step

  1. InstructInstruct each group that they will now add at least two gears to their buggy build.
    VEX GO categories poster displaying VEX GO gear pieces.
  2. ModelModel construction methods with gears using the demo from the Mid-Play Break. Show students how the pieces can be connected or removed.
    Gear demo build, with three gears connected to one beam using pins. From left to right there is one blue gear, one green gear, and then another blue gear. The gears teeth are contacting each other so that they will create a mechanism.
    Gear Demo Build
  3. FacilitateFacilitate the addition of the gears by circling the room and helping groups troubleshoot the addition of the gears. Make sure all gears are stable just like the wheels needed to be stable.
    Example mars buggy build, with a thin platform, a seat for the astronaut, and three wheels with no motor. Two connected gears are attached on top of the platform, in this example a small platform is attached onto a gear is such a way that it will spin with the gear.
    Example Buggy with Gears

    Encourage a discussion by asking the following questions:

    • What gears did you decide to add to your build?
    • How do the gears connect? Are they connected to any other pieces?
  4. RemindRemind groups to try different gear sizes if they cannot get the gear to reach the right spot. You can also remind them to test the stability of their designs by rolling it across a desk or table. All the parts should remain connected.
  5. AskAsk students if the addition of gears changed how their buggy moves. What parts of your buggy move now that gears were added? How could this addition help their astronaut?
<  Back Return to Labs Next  >