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Materials for Car Design:

  • Cardboard cut to 3 ½ x 5 ½ inches

  • 2 straws cut to 3-inch length

  • 3 different flexibilities of plastic welding rods cut to 5-inch length (I used polyurethane, ABS, and polycarbonate); 2 pieces of each type

    • If necessary, cut ends to a point so they fit in the wheels

  • Plastic Propeller

  • 1 Full Dixie Cup, 1 cut down ½ inch

  • Masking Tape

  • 2 Wooden Dowels cut to 5 inches, 1 cut to 2 inches

  • 4 Wooden Balls w/holes (1 inch diameter)

  • 4 Wooden Balls w/o holes (1 inch diameter) (optional)

  • 4 Plastic Wheels (optional)

  • 2 Metal Rods cut to 5-inch length (optional)

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Total Approximate Cost: $7-10

Circuit-Powered Fan Cars

Objectives:

Students will create a circuit, using it to design a car that minimizes friction.

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Students will measure time and distance and use their measurements to solve a speed equation.

 

Next Generation Science Standards Supported:

​3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

 

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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Common Core Math Standards Supported:

CC.2.1.5. B.1 Apply place-value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals.​​​

​Materials for Circuit:

  • 9 Volt Battery

  • Battery Cap with 2 connecting wires (or electrical tape)

  • 1 wire cut to 6 inches, take ½ inch of casing off on either end

  • Small Electric Motor

  • On/Off Switch​

Materials_edited.jpg

Lesson Outline

(Students will complete the attached packet as they complete the experiment)

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Part 1: Learn

Students will receive the background knowledge they need to understand how motors and circuits work. Present the following bits of information:

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About Motors:

- Motors turn electrical energy into mechanical energy (movement)

- Electric current through wires has a magnetic field. Coiling wires makes a bigger magnetic field.

- When a magnet is put near the coils, it repels them and makes the wire spin.

- Our motors have everything they need except for power, so we need to attach them to a battery.

*For an example of how this works, demo a simple electric motor (instructions found at the following link: 

How to Make a Simple Electric Motor | Science project | Education.com

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About Circuits:

- Circuits are closed paths. (This is important because students' circuits won't work if there are any breaks in where wires are touching)

- Electric energy flows through closed circuit. There are 4 necessary parts for this to happen be sure to note the name of each part and its role in the circuit (students will record this on the first section of their packet):

  1. Switch: opens/closes the circuit, turning it on and off

  2. Battery: gives the circuit power; it is stored in the battery as chemical energy and closing the circuit turns this chemical energy into

      electrical energy

  3. Motor: provides resistance, which keeps the circuit from overheating by converting electrical energy into mechanical energy

  4. Wires: connect the circuit and give the electricity (electric energy) a path to flow through.

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(See Circuit Information and Motors Information pdfs attached below for more information)

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Part 2: Plan

Students will draw a picture of their circuit and then gather their materials and build it. Before moving to part 3, students should have a fully built and functioning circuit.

 

Attach the propeller to the motor. (It is possible that the propeller may spin the wrong direction. If it is not producing enough wind, switch the wires that are connected to the motor.)

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Part 3: Design

Students complete the packet page with a list of materials. They will plan out which materials they want to use, draw a blueprint, and then build their car making any adjustments to their plan that are needed.

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Before moving on, students should have a functioning car that is propelled by a fan when their circuit is closed. If students are struggling with this, encourage them to try different materials that eliminate friction.

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*If necessary, stop here to split lesson into 2 days

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Part 4: Test

Students will measure how far their car travels in 5 seconds. From this, they can do a simple speed calculation using the equation distance/time=speed. Ask students to write their answer either as a fraction or a decimal (choose one based on your classroom's math abilities)

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Students will repeat this same process with their cars on 4 additional surfaces, first predicting which their car will be fastest on and which they will be slower on. Afterwards, students will order their speeds and record which surfaces the car actually went fastest and slowest on. 

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Part 5: Reflect

Have students record or discuss as a group the questions on the final 2 pages of the student packet. 

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