Catalog

Transcription

Catalog

CONTROL AND
COMPUTER CONTROL
K’NEX Education
Building STEM Solutions
STEM Education focuses on science, technology, engineering and mathematics concepts taught
through problem-solving, discovery, exploratory learning and critical thinking. It requires students
to be active participants in the learning.
Dynamic K’NEX models offer hands-on learning opportunities that encourage scientific inquiry,
investigation and experimentation. Models are fully-functioning replicas of real-world machines/
structures enabling students to relate the concepts to the world they live in. Color-coded building
instructions allow students of varying levels to participate and succeed.
K’NEX Education Teacher guides, with inquiry-based lessons, challenge students as they build,
investigate, problem solve, discuss, and evaluate scientific and design principles in action. The
lessons include objectives, activities, key concepts, journals and worksheets, everything you need
to introduce the concepts and assess what the students have learned. All K’NEX Education Teacher
guides are aligned to National Science, Technology, Engineering, and Math standards, including
Common Core Mathematics.
Visit us at knexeducation.com to download sample lesson plans, table of contents and standard
alignments for our entire curriculum-supported product line.
We are proud to manufacture K’NEX Rods and Connectors in the USA.
Table of Contents
Control & Computer Control..................................................................................3
Science, Technology, Engineering & Math – Elementary........................................9
Science, Technology, Engineering & Math – Middle/High.....................................14
Math & Science..................................................................................................20
Learning Through Play – Early Learning..............................................................25
Spatial Building...................................................................................................29
CONTROL AND
COMPUTER CONTROL
Discover Control
Builds
TM
5
Grades: 2 – 4
Pieces: 336
Item #: 79014
Models
An excellent introduction to control systems
that challenges students to build, control and
explore a series of five K’NEX models. The
Control Box enables students to control the
models using motors, LEDs, and a buzzer to
replicate real world machines, structures and
amusement park rides. The Discover Control
Software recreates the control experience
for students; right on their computer screens
using a simple flowchart based programming
language that allows students to control the
outputs of on-screen K’NEX models.
*Computer not included.
The Teacher’s Guide outlines a series of
6 comprehensive lessons that introduce
students to computer control technology,
writing programs to operate models, and
rigorous content in science, technology,
engineering, and mathematics. Science
process skills, the engineering design
process, the core concepts of technology,
science inquiry, and the role of invention and
innovation in technology will be emphasized
throughout the lessons.
BUILD,
PROGRAM AND
CONTROL K’NEX
MODELS
Tramcar
Swing Ride
Double Ferris Wheel
3
CONTROL AND
COMPUTER CONTROL
Discover Control
TM
(continued)
Key Concepts:
Grades: 2 – 4
Pieces: 336
Item #: 79014
• Linear thinking and programming
• Critical Thinking & Problem Solving
• Use logical and sequential thinking to
design programs
• Forces & Motion
software CD
included
• Design and alter machine operations to
meet stated needs
• Systems and Organization
• Design Process/Engineering Design
Process
• Troubleshooting
• Patterns and Representations
• Order objects and extend patterns
Spinning Carpet
Ride
• Optimization
• Communicate Mathematical thinking
Building Instructions
Included
Set Details
• Builds 5 fully-functioning replicas of realworld machines, one at a time.
• Supports 2 – 3 students working as a
team.
• Discover Control box and software,
2 motors, 2 LEDs, 1 Buzzer, building
instructions and teacher’s guide included.
• Teacher’s Guide aligned to National
Science, Technology, Engineering and
Math Standards and Common Core
Mathematics.
Learning Tasks:
Teacher’s Guide CD
included
and the K’NEX Swing Ride
using both the Swing Ride SCE on the computer
the model:
for
a. Change direction three times and spin
10 seconds in each direction,
b. Stop for five seconds between direction
• Compatible with interactive whiteboards.
• PC Compatible.
SWING RIDE
Complete these learning tasks
model and Control Box.
SCE on the
these learning tasks using the Swing Ride
(Teacher Note: Encourage students to complete
Box to operate the K’NEX model.)
computer before they program the Control
Ride complete the tasks below.
Write programs to make the K’NEX Swing
to add
3. * * Write a program for the Control Box
to make
of
1. * Write a program for the Control Box
the LED and Buzzer to improve the safety
the Swing Ride change direction three times.
the ride for the riders and observers. Your
Allow the Control Box to repeat your program
operate.
will
ride
the
how
team may decide
several times.
your
Allow the Control Box to repeat
(Science and Technology)
program several times.
to make
(Science, Technology, and Engineering)
2. * Write a program for the Control Box
• Packaged in a strong storage tub with
snap-on lid.
Also See:
• K’NEX Computer Control – Grades 3 – 5
• STEM Explorations – Grades 5 – 9
changes.
c. Repeat your program several times.
(Science, Technology, and Mathematics)
Challenge Activities:
include all of the programs you write.
Keep daily notes in your STEM Journal and
into different locations
output devices may need to be plugged
(Teacher Note: Remind students that the
on the Control Box for Challenge Activities.)
in your STEM Journal.
calculations
all
c. Show
Box so:
1. ** Write a single program for the Control
tal
d. Be prepared to explain your experimen
a. The LED shines red when the ride is
strategy and to demonstrate how you
moving clockwise.
arrived at your answer.
b. The LED shines green when the ride is
(Note: You may place a masking tape flag
moving counterclockwise.
on one seat of the ride to make counting
easier.) (Science and Mathematics)
c. Allow the Control Box to repeat your
program several times.
the ride for several minutes as you
Operate
*
4.
a
(Hint: you may need to plug the LED into
the motion of the seats. Start and stop
observe
different location on the Control Box and
the ride several times:
remove the buzzer.)
a. What do you observe about the seats when
the ride speeds up?
the
2. * Determine the speed of the K’NEX Swing
b. What do you observe about the seats as
Ride in revolutions per minute (rpm). In other
ride moves at a constant speed?
in
words, how many times does the ride spin
do you observe about the seats when
What
c.
minute?
one
the ride slows?
(Science and Mathematics)
what
d. Provide one or more explanations for
Swing
3. ** Find the average speed of the K’NEX
you observed.
a
Ride in revolutions per minute (rpm) for
(Science, Technology, Engineering and
trials.
one-minute
(4),
four
of
total
Mathematics)
a. Collect the data and design a data chart
to display the data.
data.
of
sets
(4)
four
the
of
average
the
b. Find
888-ABC -KNEX
19
back to Table of Contents
2 Motors
1 Buzzer
2 LEDs
1 K’NEX Control Box
4
CONTROL AND
COMPUTER CONTROL
K’NEX Computer Control
Builds
TM
5
Grades: 4 – 6
Pieces: 699
Item #: 79018
Models
Using the K’NEX Computer Control set, students will
assume the role of teams of designers working for an
Engineering Design firm. Over the course of the lessons
students take on five major projects. The projects each
include construction, design, redesign, programming, linear
programming challenges, branched logic and programming
challenges as well as determining the individual and
combined costs of the projects, This is truly an integrated
approach to STEM education in the classroom.
This Teacher’s Guide outlines a series of 5 comprehensive
lessons that introduce students to computer control
technology, writing programs to operate models, and
rigorous content in science, technology, engineering, and
mathematics. The objectives for each lesson highlight what
students will learn and the processes they will use to meet
those objectives. Science process skills, the engineering
design process, the core concepts of technology, science
inquiry, and the role of invention and innovation in
technology are emphasized throughout the lessons.
BUILD,
PROGRAM AND
CONTROL K’NEX
MODELS
Elevator
Oscillating Fan
Sliding Door
5
CONTROL AND
COMPUTER CONTROL
K’NEX Computer Control
TM
(continued)
Key Concepts:
Grades: 4 – 6
Pieces: 699
Item #: 79018
• Exploratory and Discovery Learning
• Active engagement to find solutions
meet stated needs
• Forces, Energy & Motion
software CD
included
Process
• Sequential thinking and patterns
• Invention and Innovation
• Troubleshooting and Optimization
• Testing, evaluating and modifying
Set Details
included
team.
• K’NEX Interface and Computer Control
Software, 2 motors, 3 LEDs, 1 Buzzer, 2
Push Button Switches, 2 Reed Switch,
4 Magnets, building instructions and a
teacher’s guide included.
Super Spinner Ride
Mathematics.
Included
• P C Compatible.
Also See:
Learning Tasks:
the K’NEX
the K’NEX Oscillating Fan SCE on the computer,
Complete these learning tasks using both
Fan SCE
model, and the K’NEX Interface.
these learning tasks using the K’NEX Oscillating
(Teacher Note: Encourage students to complete
Interface.)
the model with the K’NEX Computer Control
before they program the computer to operate
and keep people
room
a
cool
to
ly
automatical
operate
it will
Program the Oscillating Fan model so that
comfortable.
3. * Edit the program so the LED shines green
1. * Write a program that makes the model
while the fan is spinning.
oscillate (slow the oscillation motor to 20%
power) as the blades spin when the push
button is pressed.
the push
2. * Edit the program to stop the fan when
loop
button is pressed a second time. Include a
on
in the program so that the fan can be turned
and off over and over again.
• Compatible with interactive whiteboards.
• Discover Control – Grades 2 – 4
• STEM Explorations – Grades 5 – 9
2 Reed Switches
Challenge Activities:
location of some
listed below, you may have to change the
As you move through the Challenge Activities
process is
to the K’NEX Interface. Part of the learning
of the components or add additional components
make those changes.
understanding when, where and how to
3. ** Determine the average number of times
fans
to
related
research
1. * Complete some
the blades turn in one minute. Express this
before continuing with the project. Use the
number as a speed with proper units. Run
following questions to guide your research
four trials as you collect your data. Present
and report all of your findings in your STEM
your data in a table and calculate the
Journal.
average speed of the fan blades.
a. What is the purpose of a fan?
(Science and Mathematics)
fan?
a
of
they
parts
b. What are the different
4. ** Redesign the blades to move air as
spin. Cover the blades of the fan using
c. What are some of the different types of
paper and tape. Run the fan to see if you
fans?
can feel air moving in front of the blades
d. Why do you feel cool when a fan blows
or behind the blades. If not, redesign the
air over your skin?
blades so that a breeze is produced in front
to
(Teacher Note: Student performance on
of the blades as the fan runs. Experiment
a
this Challenge Activity will be partially
see if further design changes will produce
dependent on the grade and ability
stronger breeze.
level of your students. Assess students
Engineering)
Technology,
(Science,
accordingly.) (Science, Technology, and
and
model
the
5. ** Change the gear ratio of
Engineering)
report the effect on the operation of the
2. * Determine the speed of the K’NEX Oscillating
fan. Determine the gear ratio of the gear
Fan’s blades in revolutions per minute (rpm).
system on the fan. Switch the red and blue
the
do
times
many
how
In other words,
gears on the model. Does the fan operate
blades spin in one minute?
differently when you run it after the blades
s)
(Science and Mathematic
have been changed? Describe the difference
in operation. Determine the speed of the
blades with the new gear configuration (four
trials and a computed average). Is the fan
now geared up or geared down? Support
your answer with data from the experiment
16
2 Motors
2 Push Buttons
1 K’NEX
Interface
3 LEDs
1 Buzzer
4 Magnets
www.knexeducation.com
6
CONTROL AND
COMPUTER CONTROL
Builds
NEW!
9
STEM Explorations
TM
Models
Grades: 5 – 9
Pieces: 822
Item #: 79118
Using the K’NEX Computer Control Software, the
Computer Control Interface, various input/output
devices, motors, and K’NEX Rods & Connectors,
students will experience problem solving in design
and automation using programming, construction
techniques, and devices to help them understand how
to program and operate computer controlled devices.
The teacher’s guide and lessons help to guide
students as they learn modeling and apply integrated
process skills. Following the basic process of scientific
inquiry and engineering design, students are given a
specific problem, ask questions and conduct research
using fair and consistent testing procedures, chart and
analyze their data, refine solutions through feedback
from their designs, and communicate their results.
Crane
BUILD,
PROGRAM AND
CONTROL K’NEX
MODELS
Car
Spin Ride
7
CONTROL AND
COMPUTER CONTROL
NEW!
STEM Explorations
TM
Key Concepts
(continued)
• Exploratory and Discovery Learning
Grades: 5 – 9
Pieces: 822
Item #: 79118
• Active engagement to find solutions
meet stated needs
• Forces, Energy & Motion
included
Process
• Sequential thinking and patterns
• Invention and Innovation
• Troubleshooting and Optimization
• Testing, evaluating and modifying
Set Details
Toll Gate
Included
• Supports 2 – 3 students working as a team.
• K ’NEX Interface and Computer Control
Software, 2 motors, 3 LEDs, 1 Buzzer, 2
Push Button Switches, 2 Reed Switch,
4 Magnets, building instructions and a
Science, Technology, Engineering and Math
Standards and Common Core Mathematics.
•C
ompatible with interactive whiteboards.
software CD
included
since the
red down
nical
ered gea
sed mecha
is consid
s we discus
t as the
Gear B, it
t two lesson l spin twice as fas
is driving
ce is
In the pas
to it and
wil
r
r.
ed
gea
gea
d, but for
ach
g
att
the drivin
, the driven
ed is reduce
the motor
as
up
spe
ch
,
red
has
mu
A
wn
gea
g ½ as
If Gear
geared do
system is
r is rotatin
system is
s to
nes. If the
driven gea
diameter
half. If the
ple machi
in
use
sim
n
cut
in
is
tha
some
th rather
advantage but output force
Here are
r,
ly count tee es in diameters.
driving gea
will actual
enc
ping, we
nor differ
doubled.
due to mi
p from slip
ies
kee
ts:
to
rac
den
th
ccu
stu
h the
rs use tee also prevents ina
cussed wit
Since gea
is
:1
t can be dis
ratios. Th
aller gear
determine ratio examples tha
th on sm
r
r / # of tee
sample gea
larger gea
of teeth on
#
=
io
Rat
20 teeth
Gear B =
10 teeth
Gear A =
T / 10 T : 1
20
=
Ratio
wn
will spin
, geared do
r, Gear B
Ratio = 2:1
driving gea ut force.
input, or
inp
A as the
times the
With Gear
vide two
pro
t
bu
t,
half as fas
• P C Compatible.
Also See:
• Discover Control – Grades 2 – 4
• K’NEX Computer Control – Grades 4 – 6
2 Reed Switches
20 teeth
Gear B =
5 teeth
Gear A =
T / 5T : 1
Ratio = 20
spin
, geared up
ar A will
Ratio = 4:1
g gear, Ge vide 1/4 of
ut, or drivin
ly pro
B as the inp ar B, but will on
Ge
With Gear
n
tha
faster
four times ce.
for
the input
2 Motors
2 Push Buttons
30 teeth
Gear B =
10 teeth
Gear A =
T / 10 T : 1
30
=
Ratio
wn
will spin
, geared do
r, Gear B
Ratio = 3:1
driving gea ut force.
input, or
es the inp
A as the
With Gear t provide three tim
bu
1/3 as fast,
15 teeth
Gear B =
10 teeth
Gear A =
T / 10 T : 1
Ratio = 15
up
spin
:1, geared
ar A will
Ratio = 1.5
g gear, Ge
2 of
ut, or drivin l only provide /3
B as the inp
t wil
With Gear ter than Gear B, bu
fas
1.5 times
force.
the input
90
1 K’NEX
Interface
3 LEDs
1 Buzzer
KnexEduc
ation.com
4 Magnets
8
SCIENCE, TECHNOLOGY,
ENGINEERING & MATH ELEMENTARY
Builds
Introduction to
Simple Machines:
Levers & Pulleys
8
TM
Models
TM
Grades: 3 – 5
Pieces: 178
Item #: 78610
Key Concepts
• Making work easier
The Introduction to Simple Machines: Levers and
Pulleys set is designed to introduce students to
the scientific concepts associated with levers
and pulleys. Students are provided with the
opportunity to acquire skills using a hands-on,
inquiry-based approach to information and
concepts. Working cooperatively, students
are encouraged to interact with each other as
they build, investigate, discuss, and evaluate
scientific principles in action.
Wheelbarrow
(2nd Class Lever)
• W = Fd (Work equals force x distance)
• Effort Arm
• Resistance (Load) Arm
• Fulcrum
• Classes of levers
• Ideal Mechanical Advantage
• Actual Mechanical Advantage
• Fixed Pulley
• Movable Pulley
The Teacher’s Guide provides the information
and resources needed to build students’
understanding of scientific concepts and
channel their inquiries into active and
meaningful learning experiences. Extension
activities that can be used to explore the
concepts more deeply are also included.
• Block and Tackle
• Mechanical Systems
Set Details
Balance
(1st Class Lever)
team.
• Building instructions and comprehensive
Mathematics.
INTRODUCTION TO SIMPLE MACHINES
example of a simple machine – the lever – to
Explain to the students that they will be investigating an
definition of a simple machine if the students have not
understand how it can help make work easier. Provide a
the Guide.)
previously been introduced to the concept. (See Page 2 of
Also See:
known – they were perhaps used in prehistoric times
Discuss how levers are probably one of the oldest machines
mammoths out of pit traps. Explain that if we know
by people wanting to move large boulders or even to get
We even have levers in our bodies – our arms and
what to look for we will find levers being used everywhere.
legs function as levers.
Ask if anyone can explain what a lever can
do. Demonstrate how a lever can make it
easier to lift the lid off a can. Ask the
students to carefully describe what
happened when the lever was used. Ask
them to think about where you exert a
force on the machine (the lever) and where
the machine exerts a force on the lid.
Use the students’ explanation to identify
the main parts of the lever: fulcrum, effort,
effort arm, resistance/load and resistance
arm. Draw a diagram on the board to
identify the parts of a lever.
push
The lever pivots on the rim of the can. Applying effort to
one end of the lever downwards results in an upward
lid
movement at the other end of the lever and this raises the
of the can.
is
The lever is a beam, bar or rod. The pivot point of the lever
the
called the fulcrum; the part of the lever extending from
effort
fulcrum to the place where effort is applied is called the
the
arm; the part of the lever extending from the fulcrum to
load is called the resistance arm.
Resistance/Load
Effort
Resistance
Arm
Effort
Arm
Included
• Introduction to Simple Machines:
Wheels & Axles and Inclined Planes –
Grades 3 – 5
Gears – Grades 3 – 5
• Simple Machines Deluxe –
Grades 3 – 8
• Exploring Machines – Grades 5 – 9
The key parts of
a Class 1 lever
Fulcrum
(One is provided on Page 3 of this Guide.) Write their
Help the students develop a working definition of a lever.
journals, together with the diagram showing the parts
definition on the board and ask them to record it in their
of a lever.
in their daily lives. They will probably suggest crowbars
Ask the students to think of examples of the use of levers
Ask them what they are reminded of when they look at
and bottle top openers. Probe for less obvious examples.
or balance.) Have available real examples, and/or
the diagram they have just drawn in their journals. (See-saw
in our daily lives. The following items, for example,
pictures, to demonstrate the range of levers that we use
a stapler, a hole-punch, a door, and a pair of
should be readily available in the classroom: a pair of scissors,
of pliers, and a hammer. Students should record
tweezers. You could also demonstrate a nutcracker, a pair
journals.
their
in
examples
L
©2007 K’NEX
Limited Partnership Group
P.O. Box 700
Hatfield, PA 19440-0700
Call 1-888-ABC-KNEX or visit
#96391
share the common components of a rigid rod or
Explain that there are 3 different types of levers. They all
positions of the fulcrum, effort and resistance
beam, fulcrum, effort and load. They differ only in the relative
levers. Explain that they will investigate each of
(load). They are known as 1st Class, 2nd Class and 3rd Class
these different types of levers.
14
LEVERS AND PULLEYS
S
DUCTION T
TRO
O
IN ERSCH&ER’SPGUUI LLEY
DE
EV TEA
Sailboat
(Block & Tackle)
included
9
Introduction to
Simple Machines:
Wheels & Axles and
Inclined Planes
Builds
7
Steering Wheel
(Wheel & Axle)
Models
TM
Key Concepts
Grades: 3 – 5
Pieces: 221
Item #: 78620
The Introduction to Wheels & Axles and Inclined
Planes set introduces students to the scientific
concepts associated with Wheels & Axles, and
Inclined Planes. Students build, investigate, and
evaluate scientific principles in action.
• Effort Arm
• Resistance (Load) Arm
• Fulcrum
The Teacher’s Guide provides the information and
resources needed to build students’ understanding
of scientific concepts and channel their inquiries into
active and meaningful learning experiences.
• Fixed Pulley
• Movable Pulley
• Block and Tackle
Short Ramp
(Inclined Plane)
Set Details
• Builds 7 fully-functioning replicas of
real-world machines, one at a time.
• S upports 2 – 3 students working as a
team.
Hand Drill
(Screw)
•B
uilding instructions and comprehensive
Mathematics.
INTRODUCTION TO SIMPLE MACHINES
Ask the students to think about places
where they have seen inclined planes
(ramps) used to move a person or an
object to a higher position.
Ramps in the sidewalk for wheelchairs; ramps to load heavy
objects onto trucks; ramps between levels in a mall or
sports stadium.
ramps and possibly a ramp at a loading dock.
The school building should provide examples of wheelchair
note the steepness of the ramp; suggest reasons
If possible, take the children to investigate them. They should
that, whether they step up onto the curb
why the ramp was used in that particular location; and understand
arrived at the same place. Ramps simply make it
(or steps), or use the ramp, they have moved vertically and
easier to get to that place.
investigate how inclined planes are used. (For example:
Encourage the students to use the library or Internet to
ssorbeaker.com/plane_fact.html)
Macaulay, D. The Way Things Work. Or visit http://www.profe
Building Activity
Distribute the K’NEX Wheels & Axles and Inclined Planes
building set to each group.
booklet and construct the models of the
Ask them to turn to Pages 9, 10 & 11 of the building instructions
should build the Steep Ramp and the other, the
STEEP RAMP and the LONG RAMP. One team member
Long Ramp.
section of the ramp over the yellow connectors,
Building Tip for Step 7 for the LONG RAMP: Slide the first
section of ramp. Finally slide the second section of
THEN slip in the white joining plate to the end of the first
joining plate. Slide it over the joining plate to close
ramp over the yellow connectors until it meets the white
the gap and complete the entire length of ramp.
Also See:
Grades 3 – 5
Grades 3 – 8
the bottom end of the black plastic ramp touches
NOTE: Make sure that both models are constructed so that
through the same vertical distance and to ensure
the desktop. Both ramps are designed to move an object
this, correct positioning on the support structure is essential.
make work easier?
Inquiry Activity: How does the inclined plane help
Long Ramps by pulling different objects up them.
Explain that they will be investigating the K’NEX Steep and
(ramp) is to make work easier by reducing the
Remind the students that the purpose of the inclined plane
amount of force needed to move an object.
of
(a) Measure the heights of the two ramps and the lengths
(b) Draw diagrams in your journals to
represent the ramps and record
your measurements on them.
2.
their sloping sides. What do you notice?
W
1.
ramps
Students should notice that the vertical height of the two
is the same, but the length of the sloping side of one is longer
than that of the other.
©2007 K’NEX
P.O. Box 700
#96391
object,) and a 4-6 inch (10-15 cms.) length of
(a) Give each group 3 rolls of pennies (or another weighted
bands, make sure the students understand that
heavy rubber band. (NOTE: Before distributing the rubber
control; they need to be very careful. See Safety
over-extending them can result in a snap back or loss of
Information at the beginning of the Guide.)
there is a length for you to hold. One member of
(b) Tie the rubber band to the weight, making sure that
the weight vertically so that it is level with
the group should hold this end of the rubber band and lift
the top of the ramps. Notice how it feels to lift the weight.
28
DUCTION T
O
TRO
IN ELS & AXLES A
N
HE CLINCEHEDR’SPGULIDANE D
E
S
N TEA
I
Steps
WHEELS & AXLES
AND
INCLINED PLANES
Included
included
10
Builds
Introduction to Simple
Machines: Gears
7
Stationary Bike
TM
(Geared Chain Drive)
Grades: 3 – 5
Pieces: 198
Item #: 78630
Models
Key Concepts
The Introduction to Simple Machines: Gears set
introduces students to the scientific concepts
associated with gears. Working cooperatively,
students are provided with the opportunity to acquire
skills using a hands-on, inquiry-based approach to
information and concepts as they build, investigate,
discuss, and evaluate scientific principles in action.
• Gear Ratios
• Spur Gears
The Teacher’s Guide provides the information and
resources needed to build students’ understanding
of scientific concepts and channel their inquiries
into active and meaningful learning experiences.
Extension activities to explore the concepts more
deeply are also included.
• Crown Gears
• Energy Transfer
• Chain Driven Systems
Set Details
real-world machines, one at a time.
Crank Fan
(Spur Gear)
• S upports 2 – 3 students working as a
team.
•B
uilding instructions and comprehensive
Mathematics.
Chainsaw
(Spur Gear &
Geared Chain Drive)
Also See:
Levers & Pulleys – Grades 3 – 5
Grades 3 – 5
Included
• Simple Machines Deluxe – Grades
3–8
DUCTION T
TRO
O
IN GCEHEAR’SRGUSI
TEA
DE
©2007 K’NEX
P.O. Box 700
#96391
Eggbeater
(Crown Gears)
included
11
Simple Machines Deluxe
Builds
TM
60
Grades: 3 – 9
Pieces: 3447
Item #: 79520
Models
Exciting STEM Set! The K’NEX® Education Simple
Machines Deluxe set is designed to introduce
students to the scientific concepts associated with
simple machines – Levers, Pulleys, Wheel & Axles,
Inclined Planes, including Wedge and Screw, and
Gears – as they build, investigate, discuss and
evaluate scientific principles in action.
Key Concepts
• Levers, pulleys, inclined planes, wedge,
screw, wheel and axle and gears
5’
The teacher’s guide provides an overview of the
concepts associated with the different simple
machines, identifies student objectives for each
investigation and includes a glossary of key terms
and definitions. Student Activity and Reference
Sheets include definitions, real-world examples and
challenge activities for your students.
• Energy Transfer
• W=Fd (computation of work input and
work output)
• Effort and Resistance Forces
• Mechanical Advantage
• Experimental Design
• Technological Design Process
• Science and Technology in Society
• Motion and Forces
Big Ball Factory
• Systems
Set Details
• Builds 60 simple machine models!
• Supports 10 - 15 students working in
teams.
teacher’s guide included
Balance
Mathematics.
(1st Class Lever)
w Connector
L2= Left 2 yello
L1= Left 1
nector
yellow Con
C= Center
1
t
Righ
=
R1
R1
R2= Right 2
Also See:
es
iv
Object
ns
tensio
x
E
e
c
Balan
the Balance
eriments with
• Conduct exp class and function
to differentiate
(resistance)
load
and
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• Identify fulc Balance configurations
rt
anding of effo
in different
dify underst
force and soli
• Identify, rein ce arms
lts for
and resistan
ance and resu
trast perform
con
and
nce
• Compare
s of the Bala
of the
h lever class
each lever clas
ance for eac
force and dist
• Measure
efficiency
Balance
ge and work
anta
Adv
Mechanical
• Calculate r classes
for the leve
R2 E
Lawnmower
(Spur Gear)
C
L1
F
L2
R
Balance
e K’NEX
:
es using th lever class of the Balance
the
al Activiti
the
Addition different ways to change nge their position from
s to cha
Balance
re are two
1st-Class
L2
L1
C
F
R1
R2
R
E
2nd-Class
L2
L1
C
R1
F
R2
The
gray Rod
e of the
load on the
from the bas
the top
(1) slide the
the whole arm yellow Connectors on
disconnect
of
rum.
fulcrum; (2)
the other sets
nt of the fulc
into one of
the placeme
and snap it
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to
ws you
Balances
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3rd-Class
st, 2nd &
Label the
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in Position L2.
Feeling th
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Set
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ce.
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left side
load on the
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arm and Tire
large Hub
entire hanging
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b. Remove the
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, up to the ora
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o the yellow
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fou
right hanging 2nd-class photo)
and Tire and
arm. Snap the
(see
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of the arm.
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explain
effort to the
Record and
by applying
load
the
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? Rec
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what you find
? Why?
now
and explain
nce
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ch direction
the forces and
tests, in whi
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f. For both
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EX Rubber
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3rd- Class
18
Graphics cour
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knexeduc ation
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TM
Image Pak
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.com
Grades 3 – 5
LE MACHIN
MP ELUXE ES
SI D
TM
©2010 K’NEX
P.O. Box 700
United States
1-888-ABC-KNEX
Te
ac
Included
h e r’s G u
ide
included
12
Introduction to
Structures: Bridges
Builds
13
TM
Models
Grades: 3 – 6
Pieces: 207
Item #: 78640
No more toothpicks and glue! The K’NEX® Education Introduction
to Structures: Bridges set is designed to introduce students to the
history, function, structural design, geometry and strength of bridges
while providing opportunities for them to acquire skills using a
hands-on, inquiry-based approach to information and concepts.
The Teacher’s Guide provides the information and resources
required to build your students’ understanding of scientific, technical
and design concepts and to channel their inquiries into active and
meaningful learning experiences.
Key Concepts
• Levers, pulleys, inclined planes, wedge,
screw, wheel and axle and gears
RODUCTIO
INTO BRIDGES N
T CHER’S GUID
TEA
E
©2007 K’NEX
P.O. Box 700
#96391
• Design Process
• Compression
• Tension
included
• Load (Dead and Live)
• Force
• Stress
• Cantilever Construction
• Suspension Technology
• Keystone
• Abutments and Anchorages
Set Details
Suspension
real-world structures, one at a time.
team.
• Building instructions and teacher’s guide
included
Baltimore Truss
Mathematics.
Also See:
• Real Bridge Building – Grades 5 – 9
TEACHER’S GUIDE
Inquiry Activities
NOTE to the Teacher:
MATERIALS and SHAPES are provided in the
Information and suggested classroom activities for FORCES,
focusing on bridge LOADS can be found in the lesson
Key Concepts section on Pages 5-17 of this Guide. An activity
Guide.
entitled, “Are All Bridges the Same?” on Page 25-28 of this
a ‘Forces Lab’ that demonstrates the effects of
The www.pbs.org/wgbh/buildingbig/bridge/ web site provides
MATERIALS, SHAPES and LOADS. It uses simple, clear
FORCES on different shapes, as well as addressing building
and your students explore the resources offered at this site.
graphics and animations. We highly recommend that you
You may want to discuss, for example, the forces that act
on structures:
Squeezing/compression
Stretching/tension
Twisting/torsion
Sliding/shear
You may also want to explore the following
with the students:
some of the characteristic features of
different types of building materials
at
All of these concepts are clearly and simply demonstrated
the web site we have referenced above.
Included
the ways in which different shapes
respond to different forces
the loads that structures are required
to bear
SUGGESTED STEPS
that engineers must consider as they develop their designs.
Explain to the class that they will explore some of the factors
the factors identified below. If they were not
If they appeared as responses in the earlier discussion, highlight
1.
from the children and add them to the list/map:
mentioned earlier, use questioning techniques to elicit them
FORCES acting on the structure
MATERIALS used for the structure
SHAPES used in the structure
2.
20
LOADS to be carried by the structure
to the activities described in the Quick Guide
To introduce your students to these concepts please refer
for these activities are listed above on Page 22. The
section on Page 5-11 of this Guide. Resource materials
activities you may want them to undertake could include:
rubber or visiting the Forces Lab at
Demonstrating the effects of forces using a piece of foam
www.pbs.org/wgbh/buildingbig/bridge/
of materials can be changed, using sheets of
Activities demonstrating the ways in which the properties
paper.
11”
x
8.5”
Rods and Connectors.
Investigating the strength of various shapes using K’NEX
to investigate ways to strengthen
Using the Forces Lab at www.pbs.org/wgbh/buildingbig/bridge/
shapes used in structures.
Through Arch
INTRO TO STRUCTURES
13
ENGINEERING & MATH Middle/High
Builds
Real Bridge Building
TM
7
Grades: 5 – 8
Pieces: 2282
Item #: 78680
Models
The Real Bridge Building set is designed
to assist students in their study of the
history, function, structural design, geometry
and strength of bridges. They will also
investigate concepts related to the physical
properties of materials and their application
in the placement, design, and construction
of bridges.
Key Concepts
• Design Process
• Compression – Tension – Stress –
Strain – Elastic Limit
• Load (Dead and Live)
• Force
• Stress/Strain Curves
The Teacher’s Guide offers a wide choice
of activities and extensive background
information provided to assist the teacher
as they present the materials and answer
student questions. Each lesson includes
background Information, Student Objectives,
Student Inquiry Sheets, Glossary of Key
Terms, Journaling Opportunities, and Skill
Builder Activities.
• Young’s Modulus
• Cantilever Construction
• Suspension Technology
• Materials Applications
• Materials Limitations
Set Details
• Builds 7, five to six foot long K’NEX®
Bridge models, two at a time.
• Support 6 – 8 students working in teams.
20.75”
Mathematics.
Golden Gate
(Suspension)
Also See:
• Introduction to Simple Structures:
Bridges – Grades 3 – 6
5’
16”
Sydney Harbour
(Arch)
5’
Included
L BRIDG
REA ILDING E
BU
CHE
TEA
R’S GUID
E
©2011 K’NEX
P.O. Box 700
6’
Firth of Forth
(Cantilever)
included
14
Renewable Energy
Builds
TM
Water Powered
Grist Mill
Grades: 5 – 8
Pieces: 583
Item #: 78976
Go green and bring STEM concepts to life with the K’NEX®
Education Renewable Energy Set! Designed to address critical
science, technology and engineering concepts in the middle
school classroom and provide instructional models that will
enhance students’ understanding of these important concepts.
Using K’NEX® and the lessons provided in the teacher guide
enables you to offer students a program of study that uses
hands-on exploration in conjunction with an engaging inquirybased approach to learning. As students work cooperatively
they are encouraged to work together as they build, investigate,
discuss and evaluate concepts, ideas and designs.
9
Models
Key Concepts
• Key Concepts
• Renewable Energy
• Reducing Greenhouse Gas Emission
• Solar, Wind and Hydro Powe
• Energy; Radiant, Mechanical, Electrical
• Energy Storage
• Reducing Dependence on Foreign Energy
EWAB
REN ERGY LE
EN
TM
CHER’S GUIDE
TEA
©2010 K’NEX
P.O. Box 700
#17897604
• Electrical Energy Generation
• Conservation of Energy
• Hydroelectric Energy Generation
• Kinetic and Potential Energy
Windmill Mechanical
System
included
• Energy Efficient Technologies
• Innovation and Invention
• Green Energy/Clean Energy
• Mechanical and Electrical Systems
Included
• Force, Motion, Work and Power
• Newton’s Laws
Solar Powered
Crank Man
Set Details
• Builds 9 renewable energy models, three
at a time.
• Supports 6 – 12 students working in
teams.
Mathematics.
Also See:
• Forces, Energy & Motion –
Grades 5 – 9
• Energy, Motion & Aeronautics –
Grades 5 – 9
• Exploring Machines –
Grades 5 – 9
• Amusement Park Experience –
Grades 5 – 9
Solar Powered Car
15
Forces, Energy & Motion
Builds
TM
INCLUDES
SPRING, FLYWHEEL
& BATTERY
MOTORS
TM
Grades: 5 – 8
Pieces: 442
Item #: 78790
Off to the races with K’NEX® Education! The K’NEX®
Education Forces, Energy & Motion set has been
designed for students to investigate a variety of
concepts related to forces, energy, and motion.
These concepts are fashioned around rigorous
STEM content and national standards in science,
technology, engineering and math.
11
Models
Key Concepts
• Student Designed Experiments
• Energy Transfer
• Potential Energy
Wind Racer
As students engage in the activities, they will
be learning, practicing, and applying integrated
process skills. Students will be expected to craft fair
test procedures, create meaningful data displays,
make reasonable and data supported reports, and
analyze their collected data in light of the problem
at hand.
• Kinetic Energy
• Newton’s Laws
• Velocity and Acceleration
• Graphing
• Motions and Forces
• The Mathematics of Motion
• Abilities of Technological Design
• Design Challenges
• Applied Simple Machine Technology
• Systems, order, and organization
Set Details
ENERGY
ES
AN
RC MOTION
O
D
F
TM
©2010 K’NEX
P.O. Box 700
United States
1-888-ABC-KNEX
Tea
cher’s Guide
Three Wheel Spring Racer
included
• Builds 11 vehicles, up to four at a time.
teams.
• Battery, Spring and Fly-wheel motors,
building instructions comprehensive
Mathematics.
Also See:
• Renewable Energy –
Grades 5 – 9
• Energy, Motion & Aeronautics –
Grades 5 – 9
Included
• Exploring Machines –
Grades 5 – 9
Grades 5 – 9
Rubber Band Racer
16
Builds
Exploring Machines
TM
30
Scissors
Grades: 5 – 8
Pieces: 1432
Item #: 78600
Models
(First Class Levers)
The Exploring Machines set is designed to expand upon middle
school students’ knowledge of simple machines concepts. Students
investigate, explore and experiment with the K’NEX® simple machine
models as they analyze, synthesize, and evaluate information.
Key Concepts
• Levers and pulleys
• Technological Design Process
The Teacher’s guide includes Student Inquiry Sheets and Worksheets
for the models highlighted. Student Worksheets ask questions about
the machine being investigated and present challenges to help
students think more deeply about the concepts involved.
• Inclined planes
• Motion and Forces
• Wedge, screw, wheel & axle
• Systems
• Gears
Carousel
(Crown Gear
System)
• W=Fd (computation of work input and
work output)
PLORIN
EX CHINE G
S
MA
TM
• Energy Transfer
©2010 K’NEX
P.O. Box 700
United States
1-888-ABC-KNEX
Te
ac
h e r’s G ui d
• Effort and Resistance Forces
e
• Mechanical Advantage
• Experimental Design
included
• Science & Technology in Society
Included
Set Details
real-world machines, up to four at a time!
• Supports 8-12 students working in teams.
Mathematics.
Also See:
Grades 3 – 5
Elevator
Grades 3 – 9
(Fixed & Movable
Pulley)
Paddle Boat
(Wheel & Axle)
17
Energy, Motion & Aeronautics
Builds
TM
9
Grades: 5 – 9
Pieces: 1430
Item #: 79621
Models
The K’NEX Education Energy, Motion & Aeronautics allows
students to investigate a variety of concepts related to Newton’s
Laws and aeronautics. These concepts include aeronautics as it
applies to force and motion as well as the effects on individuals
who work and live in space.
The teacher’s guide follows a modified version of the 5E
instructional model – Engage, Explore, Explain, Elaborate,
and Evaluate. Students will use the Scientific Inquiry and
the Engineering Design Processes extensively throughout the
lessons as they explore, create, invent, and innovate. Lessons
include worksheets, key terms, design briefs, design challenges,
research and design logs, and rubrics.
Key Concepts
• Problem Solving and Experimentation
• Data collection, graphing and analysis
Forces, Energy and Motion
• Newton’s Laws Ratios and Proportions
• The Design Process/Engineering Design
Measurement
Parachute
• Systems and Organization Models and
Prototypes
• Testing, Evaluating and Modifying
Set Details
• Builds 9 K’NEX Models, up to three at a
time!
Centrifuge
teams.
Included
Balloon Car
Mathematics.
Also See:
• Renewable Energy – Grades 5 – 9
Grades 5 – 9
Process
Engagement
Dragster.
Exploration
research and
g of Newton’s Second Law of Motion through
1. Students will develop an understandin
Powered Dragster model.
experiments using the K’NEX Rubber Band
45
Response
g Newton’s Second Law of Motion Student
LESSON #2:
a. Students will complete the Understandin
x4 and vocabulary presented in the
information
to demonstrate an understanding of the
Sheet
STER
NEWTON’S DRAG
own research.
Engagement section of this lesson and their
Powered Dragster using the building instructions
the K’NEX Rubber Band
will construct
b. Students
Dragster
Powered
of various design changes on the
Model: K’NEX Rubber Bandprovided.
They will use the model to explore the impact
Evaluation
the Vehicle Performance
of their vehicle and report their findings on
performance
of
Main Concepts:
require that each team be given fresh sets
Student Response Sheet. This activity will
ion.
• Science
un-stretched rubber bands for experimentat
previously
of Motion
– Newton’s Second Lawfindings
to leading a class discussion of the
prior
group
a
as
c. Have the students discuss their
learned during this lesson during
have
they
vocabulary
the
use
to
Engineering
Encourage&students
findings.
• Technology
the class –discussion.
Engineering Design Process
• Mathematics
heycomplete
dalterationstotheirK’NEXDragsterast
•Studentswillberequiredtomakespecifie
bands and
Response Sheets (i.e., number of rubber
the Vehicle Performance Evaluation Student
other changes they feel will improve performance;
changes in mass). Some students may suggest
on the Vehicle Performance
outlined
changes
those
make
only
to
however they should be instructed
Sheet.
Evaluations Student Response
potentialfor
duringthisactivityasrubberbandshave
•Studentsshouldwearprotectiveeyewear
breakage.
Optional Materials:
ctstudents
Required Materials:
tobreakageandunsafeconditions.Instru
Objectives:
•Over-windingoftherubberbandswilllead
bands.
of the hazards of over-winding the rubber
•Cardstockpaper,foilor
Teacher will need:
s.
to
Student will be able to:
2to4student
for modifications
cardboard
eamsizeforthisactivityis
•Theoptimumt
d
•K’NEXRubberBandPowere
the vehicle mass holder
•Demonstrateunderstanding
Dragster model
the
that an object’s acceleration
Design Brief. Discuss the Design Brief and
Challengeerialsatthe
•Additionalmat
a Newton’s Dragster
is directly proportional to the 2. Students will complete
with students. discretion of the teacher
need:
willchallenge
for the
Students
force acting on it and inversely criteria
Challenge Design Brief. Review
ith
Dragster
computersw
entitled Newton’s
Sheet
•Graphpaperor
Response
inginstruction
the Student
proportional to it’s mass.
artsandbuild
•PIntroduce
a.
software
students.
spreadsheet
the
Band
Rubber
in detail with
K’NEX
Brief
Design
thethe
•Describethedifferencebetween for
tional)that they will use the Design Process
Powered Dragster
students. Explain
alculators(Op
•Cto
potential and kinetic energy.
b. Introduce the Design Process Guide
the Newton’s Dragster Challenge.
alance(s)
to direct their activities while working on
•BGuide
•Demonstrateunderstanding
Newton’s Dragster Challenge by completing
will demonstrate their understanding of the
that mathematics is integral
topwatches
Students
c.•S
responses to ensure they clearly
the Design Process Guide. Review each team’s
to Engineering Design and
first page oftapes
the
etersticksor
•M
before allowing the team to continue.
Scientific Inquiry
understand the challenge and the criteria
•MassSets
and Design Log sheet
•Identifythesimilarities
d. Have students complete a Daily Research
•Protectiveeyewear
and differences between
Engineering Design and
•Fresh,un-stretchedrubber
Scientific Inquiry.
bands (# 32 size)
•Demonstratetheabilitytolist,
•CopiesofallStudentResponse
describe, and apply the steps
Sheets and forms for inclusion
of the Engineering Design
in the students’ Design Journals
Process.
NEWTON’S DRAGSTER
other available
with the students using their textbooks or
1. Review Newton’s three Laws of Motion
resources.
Powered
Law of Motion using the K’NEX Rubber Band
2. Introduce and demonstrate Newton’s Second
Grades 5 – 9
TEACHER’S NOTES:
– Measurement, Data Collection, & Probability
888-ABC- KNEX
34
MOTION
RGY AUTIC AND
NE EROCN
S
A TEA HER’S GUIDE
E
TM
©2011 K’NEX
P.O. Box 700
Airplane with
Controls
included
35
KnexEduc ation.com
18
Builds
Amusement Park
Experience
13
TM
Models
Grades: 5 – 9
Pieces: 2264
Item #: 78890
Key Concepts
The K’NEX® Education Amusement Park Experience
Set provides an opportunity to combine real-world
applications with STEM concepts in a middle school
classroom environment. Students will be engaged and
energized as they experience the interrelationships
and further their knowledge and understanding of the
science, technology, engineering and math concepts
associated with amusement park rides.
• Relationship between Speed, Distance,
and Time
• Applied Mathematics
• Relationship between Mass and Speed
• Variables in an experiment
• Mass, Motion, and Energy Loss
• Transfer of energy
The Teacher’s Guide offers a teaching approach
that challenges students to take an active role in
constructing their own knowledge by engaging in
hands-on, inquiry-based learning, and by interacting
and collaborating with other students while discussing
ideas and concepts, informs the activities associated
with the Amusement Park set.
• Slope as a rate of change
• Displacement
• Period of a Pendulum System
• Prediction of Patterns
• Understanding Patterns, relations, and
functions
• Formulate questions
• Gather, analyze, and interpret data
• Mathematics as an investigative tool
Half Pipe
Set Details
• Builds 13 Amusement Park Rides,
including 2 Roller Coasters! Builds up to
2 models at a time.
Included
16”
• Support 6 – 8 students working as
teams.
Mathematics.
14”
Also See:
• Renewable Energy – Grades 5 – 9
Grades 5 – 9
Swing Ride
37”
MENT
USE IEN PARK
CE
AM EXPEHR
E R ’S G U
C
TEA
Grades 5 – 9
• Roller Coaster Physics – Grades 11 – 12
IDE
©2011 K’NEX
P.O. Box 700
included
67”
Roller Coaster
19
MATH & SCIENCE
Builds
Elementary Math &
Geometry
38
TM
Models
Grades: 1 – 3
Pieces: 142
Item #: 78720
Key Concepts
The Elementary Math & Geometry set allows students
to build, investigate and explore geometry concepts,
vocabulary, and structures in a 2-D and 3-D world. The
students live in a 3-D world, so it makes sense for them to
connect with geometry on a 3-D level. K’NEX allows them
do just that!
• Line, Segment and Ray
• 2-D Geometry
Fractions/Percents
• 3-D Geometry
• Patterns
• Fractions
The teacher’s guide, designed as a resource, provides
a glossary of key terms and definitions and includes
Vocabulary Card masters to support instruction and
understanding. The activities are standards based
and designed around best practices in mathematics
instruction. They build upon one another as they lead
students towards a greater understanding of mathematics
and geometric concepts.
• Symmetry
• Geometry Vocabulary
• Transformations
• Spatial Reasoning
Research has shown that the use of
manipulatives to develop mathematics
concepts has many benefits. It allows
students to improve their conceptual
understanding, achievement and problem
solving skills; it encourages student
reflections on retaining the information;
it promotes a positive attitude toward
mathematics; and it develops more selfconfidence in students.
Rectangular Prism
Square
Pyramid
Set Details
Quadrilateral
• Builds 38 K’NEX Math models, one at a
time.
• Support 3 – 4 students working as a
team.
square
shapes
their drawings.
cards at this
4. You may want to introduce the vocabulary
this is an
time, along with the journal. Alternatively, because
for another time.
introductory lesson, you may want to save these
Time
45 minutes – 1 hour
• Develop vocabulary to
describe the shapes
Introduction
• Draw the shapes
using the constructed
K’NEX models
Line
Materials
Each group of students will need
from their K’NEX Math and
Geometry set:
• 24 white Connectors
• All the Rods in the set: 12 each
of the red, blue and white Rods,
8 yellow Rods, 1 gray Rod
• Construct as many
different shapes as
possible using the
K’NEX pieces
have collectively
5. Review the shapes that the students may
can be made
constructed and identified. The following shapes
rectangle,
from the Connectors and Rods: triangle, square,
, pentagon,
rhombus, parallelogram, trapezoid, quadrilateral
hexagon, and octagon.
Each student will need:
• Sheets of 8.5" x 11" paper
• Ruler and pencil
• Student Journals (optional)
• Teacher’s guide aligned to National
standards and Common Core
Mathematics.
Ray
Also See:
You will need:
• 1 roll of butcher paper
• Vocabulary cards (optional)
• Intermediate Math & Geometry –
Grades 4 – 6
Segment
Vocabulary
octagon
, trapezoid, quadrilateral, pentagon, hexagon,
triangle, square, rectangle, rhombus, parallelogram
• Middle School Math – Grades 5 – 9
Procedure:
Teacher’s Notes:
Only 1 square, rectangle,
rhombus, etc. should be
made by each group, even
though a number of different
sized squares, rectangles,
rhombi, etc. can be made
from the materials.
angles
6
90°
ENTARY MA
EM OMET TH
EL & GEACHER’S GUIDERY
TE
©2007 K’NEX
P.O. Box 700
triangle
w w w. k n e x e d
each shape using the
2. Once constructed, students should draw
following process:
and hold it firmly
• Place the shape on a blank sheet of paper
in place.
each white
• Place a pencil point into the center hole of
Connector and make a mark.
• Remove the K’NEX shape from the paper.
shape on paper.
• Using a ruler, connect the dots to create the
pyramid
You may want each member
of the group to have his/her
own set of shapes drawn on
paper; alternatively there can
be one set of drawings per
group. If you decide on a
group set of shapes, make
sure that group members take
turns recording the shapes
on
ation.com
u c paper.
24 white
1. Have each group of students arrange the
their desk/working
Connectors and all the Rods from their set on
of K’NEX to make
area. Instruct the students to use the pieces
can.
they
as
shapes
2-D
closed,
different
as many
t-square
Some of the figures that the
children construct may be too
large for a standard 8.5" x 11"
piece of paper. Have a roll of
butcher paper available for
the students to use for these
larger figures.
p a t t e r n
line
Lesson 1:
rectangle
Introductory Activity
Teacher’s Notes: There may
be different sizes of many of
the same figures represented
in the children’s drawings.
drawings can be
Objectives
These
be able to:
willwhen
a later time
at students
used
The
and using
figures
shapes
you classify
• Explore
congruence
discuss
pieces
when you
K’NEX
selected
and similarity.
can start to
3. Once the shapes are recorded, the students
for the
identify them. They may draw on their past experience
some of the
names, but be prepared to help students identify
will then label
shapes they have constructed. The students
#96391
7
symmetry
included
BUILDING INSTRUCTIONS
included
20
MATH & SCIENCE
Builds
Intermediate Math & Geometry
TM
95
Grades: 3 – 5
Pieces: 920
Item #: 79028A
Models
The Intermediate Math & Geometry set is designed to address
critical mathematics concepts in the upper elementary school
classroom and provide instructional models that will enhance
students’ understanding of important concepts and algorithms.
Key Concepts
• 2-D Geometry
Concave
Pentagon
K’NEX® Rods and Connectors and the included teacher’s guide
allow you to easily and effectively offer students a program of
study that uses hands-on exploration in conjunction with an
engaging inquiry-based approach to learning. Students work
cooperatively and are encouraged to interact with each other
as they build, investigate, discuss and evaluate mathematical
concepts, ideas and models.
• 3-D Geometry
• Congruence
• Similarity
• Sequencing and Patterning
• Transformations
• Symmetry
• Translations
• Rotational Symmetry in 3-D
Hexagonal
Prism
• Reflections
• Money
Octahedron
• Rotations
• Estimation
• Perimeter
Research has shown that the use of
manipulatives to develop mathematics
concepts has many benefits. It allows
students to improve their conceptual
understanding, achievement and problem
solving skills; it encourages student
reflections on retaining the information;
it promotes a positive attitude toward
mathematics; and it develops more selfconfidence in students.
Equilateral Triangle
Area Concepts: Polygons
LESSON 9
- 1 rectangle with two sides of b and
two sides of 3r
• Area = 8 blue squares
1. Instruct students to place all the rectangles that their
- 1 rectangle with two sides of r and
paper.
group has constructed on a single sheet of chart
two sides of 2r
of
2. Ask students to work as a group to transfer all
- 1 rectangle with two sides of b and
their polygons to the paper using pencils or crayons
two sides of 4 r
and rulers. Students should use a blue crayon/pencil
Let your imagination and the skill level of your
to draw the blue rods and a red crayon/pencil to
area
any other appropriate
and
determine
t, Computing
students
Measuremen
Lesson Topics: The
draw the red rods.
to use.
challenges
Reporting of the Area of Polygons Using K’NEX.
CAUTION FOR STUDENTS:
for
9. Provide area challenges of irregular polygons
Complete the drawing of each polygon before
to solve.
- minutes
60students
make
easy toLength:
Lesson
moving on to the next. It is very
• Find the area of the L - shaped polygon in blue
drawing errors when facing a sheet of 20 or 30
Booklet):
Instructions
squares (on page 13 of the
vertices [points] and not being able to remember
Materials and Equipment:
2
- Solution: A = 3b
Student Objectives:
which ones go with which rectangle.
area of each
will:model
• Find the area of the L - shaped polygon in blue ➤ K’NEX Intermediate
3. Instruct students to discuss the Students
Math & Geometry set and
14 of the Instructions Booklet):
square
page
symbols.
math
squares
using(on
area of polygons
themodel
and to use a pencil or possibly a•blue
Describe
2
they have
Instructions Booklets
- Solution:
of area. A = 4b
to determine the area of the rectangles
and explore the concept
• Investigate
squares in each
created. List the number of blue Determine
area of the cross-shaped polygon in white
of polygons.
• Find
areathe
and describe the
•
➤ Chart paper
model to the side of the shape.
squares (on page 13 of the Instructions Booklet):
(one sheet per group)
and ask groups
for Instruction: - Solution: A = 5w 2
Grouping
4. Use a round-robin-response format
and to describe
each for building models.
different ➤ Pencils
to hold up one of their polygons
• Four groups of 3 – 4 students
Ask each group to make models of three
a
listing
and
sides,
These
its area orally.
labeling
squares.
models,
blue
9
of
drawing
for
area
an
students
have
that
Individual
•
figures
or crayons
TEACHER NOTES:
representation of area measurements.
figures may be either rectangles or irregular polygons. ➤ Colored pencils
to paper
by sketching for performance
assessment
the models
and written
to transfer
assessment
Reinforce students’ oral information
Instruct students
• Individual students
➤ Journals and drawing paper
response on
each figure and writing the student’s
and show the area for each by drawing in the 9 blue
activities.
the chalk board or white board.
squares using a blue crayon or blue pencil.
of
5. Ask the other groups to verify their understanding
TEACHER NOTES:
the information provided by each group.
Based on the abilities that your students
Background Information:
groups
Lesson: demonstrate, you may use all of the challenges
the various of
6. Continue taking responses fromOverview
draw,
➤ Students should have had exposure
investigate,
build,may
providing
challenges
are
materials
students
that
K’NEX
select individual
use
dent
will
confi
• Students
above orto you
until you are
an
both
polygons.
of
demonstrate
the basics of length measurement and
to some
area
that
the
describe
responses
and
for your students. You may also choose to use
informed
of
assessment
description
they
as
proper
a
performance
and
for
conventions
area
of
challenges
mathematics
these
understanding
concepts they investigated in Lessons #3
• Students will use K’NEX of
test.
or
quiz
a
on
polygons.
of
questions
area values expressed in blue squares.
describe the area
and #4. They will use a non-standard
concave
activity,
to
the
this
of
with
construct
model
they
the
comfortable
polygons
the
to construct
Ask students
7. When students seem
• Individual students will10.transfer
measurement system to describe the area
and
a rectangle
the Instructions Booklet.
of appropriate
page 13with
of theseonpolygons
hexagon
provide them with the area of paper
and describe the area
Actual number values may
of polygons.
a
to match
their individual
to see if they can discover
the students
to demonstrate
see if they are able to build a rectangle
mathematics terminologyChallenge
to the length of the various
blue
models,
students transfer
of that shapebein attached
the area
findK’NEX
they canthe
way thatbetween
the given area. This requires that understanding
of the relationship
andline segments in future years after
new
a
to
explore
to
them
practiced
for
and
time
learned
ample
have
K’NEX
Provide
they
areas.
squares.
what
drawings and their
.
complete
encouragement
provide
to
area
groups
and
the
drawings
about
move
learning situation. The ability to successfully
polygon
the students have internalized a working
will include representative
• Students
useful diagnostic
create.
with the challenge,
difficulty
their classmates
these activities will provide very solutions
they orexperience
• If students
of measurement and area
for a variety of models
understanding
that
data that you can use to determine the level of
ask them if there are any rods in the shape
concepts.
rods.
blue
your students’ understanding.
with
replace
they can
you
that
answers)
(with
2
by
areas
replaced
be
suggested
can
are
8. Here
- Yes! The red rods
can provide to the students when you ask them to
blue rods with a connector in between.
make a model that matches the given information.
the shape
this space is measured by the number of
to place blue rods
andin that
• Also, is it possible
:
gure.
A – Motivation and Introduction
to break it down into smaller units? square units that are needed to cover the fi
Possible Questions and Answers:
of at least
collection
a
be discuss how they might express the
1. Ask student groups to prepare - Yes,
students
2 blue rods and 1 connector
4. Have can
• Area = 4 blue squares (multiple answers)
the
using
shapes
thatrectangles that they have made. Ask
four two-dimensional rectangular
area of the
used to connect the green connectors
- 1 red square
use
can
students
describe
activity,
this
would
blue and red rods. (For
form two of the vertices. several groups to share how they
- 1 rectangle with two b sides andgreen, yellow, or white connectors.)
red,
students
of a given rectangle. Lead students to
helparea
shouldthe
• A bit more experimentation
two sides of 2r
exploration with the
that they can express the area of each of their
with either:
2. Provide time for creative
to see that they can fill the shape inrealize
four
with
• Area = 6 blue squares
one-colored
rectangles
with
square
stay
rectangles
rectangles. Do students only - 8 triangles that are ½ blue squares
eachby how many
r and
- 1 rectangle with two sides ofrod
blue sides are needed to cover a given rectangle
to make squares that are also rectangles? Do
or
a
two sides of r + b
that they have made. Have students call this unit
they connect blue rods to red rods to make larger
have
they
they
do
rectangle
how
so,
If
smallest
the
squares?
and
not
“blue square”
rectangles that are
made would be a blue square, so its area would be
sequence them? How many different rectangles have
35
with
familiar
are
m
students
your
(If
cation.co
classroom?
square.
the
in
blue
KnexEdu one
been created
square using
of
exponents, they may express one blue
3. Lead students to realize that one characteristic
2
K’NEX conventions with the term b .)
their rectangle is area, the space within the figure
B – Development (including discussion
points and feedback):
LESSON 9
Pentagonal Prism
Area Concepts: Polygons
34
Education
™
©2009 K’NEX
P.O. Box 700
#779028A
Set Details
• Builds 95 K’NEX Math and Geometry
models. Builds up to four models
simultaneously.
• Support 12 – 16 students working as
teams.
Teacher’s
Guide
INTERMEDIATE MATH
& GEOMETRY
TM
included
Standards and Common Core
Mathematics.
Also See:
Grades 4 – 6
• Middle School Math – Grades 5 – 9
Included
888-ABC-KNEX
21
MATH & SCIENCE
Builds
Middle School Math
TM
115
Grades: 6 – 8
Pieces: 1245
Item #: 79025
Models
The K’NEX® Middle School Math & Geometry
set is designed to address critical mathematics
concepts in the middle school classroom and to
provide instructional models that will enhance
students’ understanding of important concepts and
algorithms.
Key Concepts
• Congruence and Similarity
• Polyhedra and Euler’s Formula
Volume Challenge
• Pascal’s Triangle
• Surface Area and Volume
With direction provided by the teacher’s guide and
the materials provided in this set you will be able
to offer students a program of study that uses
hands-on exploration in conjunction with an inquirybased approach to learning. The guide also includes
additional information that teachers will find to be
invaluable as they seek to motivate students to
explore, experience and learn mathematics.
• Fractions and Integers
• Polynomials
• Linear Patterns and Equations
• Sierpinski Triangles
Set Details
Oblique Rectangular Prism
• Builds 115 Math & Geometry models
using K’NEX®! Builds up to four models
simultaneously.
teams.
Mathematics included.
Fractions/Percents
Included
Education
™
©2009 K’NEX
P.O. Box 700
#779025
Also See:
• Elementary Math & Geometry –
Grades 1 – 3
Grades 4 – 6
Teacher’s
Guide
MIDDLE SCHOOL
MATH
TM
included
Area Challenge
Sierpinski Triangle
22
MATH & SCIENCE
Builds
TM
DNA, Replication &
Transcription
19
TM
Models
Grades: 5 – 12
Pieces: 521
Item #: 78780
The K’NEX® DNA, Replication and Transcription set is designed
to aid in teaching the structure and function of the nucleic acid
molecules that make up DNA (deoxyribonucleic acids) and RNA
(ribonucleic acids).
Key Concepts
• Molecular basis of heredity
• Chemistry of DNA
• DNA Structure
The Teacher’s Guide provides lessons designed to take students
through three instructional modules:
• The Double Helix
I. DNA Structure
• Semi conservative Replication of DNA
II. Replication & Transcription
• Transcription and mRNA Production
III. Coding, Translation, and Mutations
• Translation of the DNA Code
Excellent demonstration tool at the elementary school level. The
curriculum is aligned to National Science Education standards
for grades 5 – 12.
Helix on stand
• Enzymatic Control of DNA Processes
• Deletion, Substitution, and Insertion
Mutations
• Nuclear and Cytoplasmic Processes of
DNA
Set Details
• Builds 19 DNA and mRNA models, up to
two at a time!
team.
Mathematics.
Replication Fork
ET
REPLICATIO
A, CRIPTIO N &
DNANSTEACHER’S GUIDE N S
TR
mRNA Strand
©2007 K’NEX
P.O. Box 700
#96391
Included
included
23
MATH & SCIENCE
Builds
Roller Coaster Physics
TM
11
Grades: 10 – 12
Pieces: 2039
Item #: 78880
Models
This set is designed to help students as they
design and conduct scientific investigations,
identify variables of the problem and select
appropriate independent and dependent
variables for investigations. They will
determine the steps necessary to control a
variable, observe and record the response,
and interpret the results. They will measure,
record, and analyze the data for patterns,
construct scatter plots or histograms as
a graphic representation of the data, and
mathematically interpret those graphs
Key Concepts
• Measurement in 3-D (Trigonometry)
• Time-of Flight
• Uniform Acceleration
• Designing Experiments
• Elastic Collisions in 2-Dimensions
• Projectile Motion
• Centripetal Force and Acceleration
• Centripetal Force in a Vertical Direction
• Weightiness and Weightlessness
• The Physics of the Clothoid Loop
The Teacher’s Guide offers nine lab exercises
that outline ways to use the models to study
physics, and in particular mechanics. The
studies adopt a hands-on, student-inquiry
based approach.
• Collecting, Charting, and reporting
experimental results
Set Details
• Builds 11 roller coasters, inclined planes,
and loop systems using K’NEX®! Builds
up to two lab stations at a time.
teams.
27”
Ramp with
Circular loop
Included
Science and Math Standards and
Common Core Mathematics.
Also See:
Grades 5 – 9
30”
COASTE
LLER
RO PHYSICS R
CHE
TEA
R’S GUID
E
©2011 K’NEX
P.O. Box 700
included
40”
Roller Coaster
67”
Double Hill
Ramp System
73”
24
LEARNING
THROUGH PLAY
NEW!
*TINKERTOY®
Transit Building Set
Helicopter
TM
Grades: Pre K – 2nd Grade
Item #: 56539
Pieces: 150
• Includes spools, rods, wheels, eyes, buildable figures
and more!
• Building and creating with Tinkertoy sets strengthens
hand-eye coordination, fine motor skills, imaginative
play and language stills.
• Reinforces color and shape recognition, sorting and
patterning, problem solving skills
• Supports 2 – 3 students building together.
Sailboat
Racecar
NEW!
*LINCOLN LOGS®
Shady Pines Homestead
TM
Grades: Pre K – 2nd Grade
Item #: 00877
Pieces: 120
• Lincoln Logs – Just like you remember – Made with
Real Wood.
• When your students are building with Lincoln Logs, they
are doing more than just building cabins — they’re also
building:
– Fine motor skills, such as hand-eye coordination,
cognitive skills as they make decisions and solve
problems
– Creativity and social skills as they build and play with
classmates.
– Includes real wood logs and fun, colorful accessories
including figures, roofs and window and door frames
Licensed by HASBRO®. HASBRO and its logo, LINCOLN LOGS and TINKERTOY are trademarks of HASBRO and are used with permission.
*Requires Section 105 WARNING on Web Advertising:
WARNING: CHOKING HAZARD - SMALL PARTS. Not for children under 3 years.
25
LEARNING
THROUGH PLAY
Builds
*KID K’NEX®
Organisms and Lifecycles
18
TM
Models
Mouse
Grades: Pre-K to 2
Pieces: 198
Item #: 79580
• Perfect for young builders. Set includes 8 two-sided
1:1 correspondence building cards
• Includes 198 KID K’NEX Rods and Connectors and fins,
tentacles, beaks and eyes.
• Supports 14+ students building simultaneously.
• The perfect addition to support science, nature, life
cycle, or creature curricular needs.
Ant
Dragonfly
Flower
1:1 Correspondence
Cards
Spider
Bird
Snake
26
LEARNING
THROUGH PLAY
Builds
*KID K’NEX®
Transportation
13
TM
TM
Models
Grades: Pre-K to 2
Pieces: 229
Item #: 78830
• Encourage students to build and learn with
KID K’NEX. Models are easily assembled and
stay together during play.
• Includes 229 KID K’NEX Rods, Connectors
and Wheels plus building cards.
• Build 13 models, up to 9 simultaneously.
Helicopter
• The perfect addition to support a unit on
transportation.
Sailboat
1:1 Correspondence
Cards
Dune Buggy
27
LEARNING
THROUGH PLAY
Builds
*KID K’NEX®
Classroom Collection
TM
23
Butterfly
Models
Grades: Pre-K to 2
Pieces: 267
Item #: 78690A
• Perfect well-rounded building and playing experience
for kids ages 3+
• Includes 267 KID K’NEX Rods, Connectors and Blocks.
• Builds 23 models, up to 8 at a time. Includes
1:1 correspondence cards.
Patterning
• Reinforces color and shape recognition, sorting and
patterning, problem solving skills
Triangle
Elephant
1:1 Correspondence
Cards
*KID K’NEX® Group Set
Caterpillar
TM
Builds
8
Grades: Pre-K to 2
Pieces: 131
Item #: 78750
Models
• Perfect building experience for kids ages 3+
• Big, soft, chunky pieces can be used by children with varying
manipulative skills.
Dog
• Includes 131 KID K’NEX parts, including eyes, ears/wings.
• Builds 8 models, 4 at a time! Includes 1:1 correspondence
cards.
Spider
1:1 Correspondence
Cards
Lamb
Firefly
28
SPATIAL BUILDING
Builds
K’NEX 50 Model
Building Set
50
Hot Air Balloon
TM
Models
Grades: 1+
Pieces: 700
Item #: 12211
• Build anything you can imagine with the K’NEX
Classic 50 Model Building Set!
• Loaded with 700 Classic K’NEX parts for lots of open
building fun!
• Supports 8 – 12 students working in teams.
• Building Instructions included.
Biplane
4 Wheel Drive Truck
K-8 Construction Set
TM
Grades: 1+
Pieces: 1313
Item #: 79818
Builds
80
Ferris Wheel
Models
• Builds 80 models of varying difficulty. Multiple models
can be built simultaneously.
• Includes spring motor and battery motor.
• Supports 8 – 12 students working in teams.
• Packaged in a strong storage tub with snap-on lid.
Included
Helicopter
Race Car
29
SPATIAL BUILDING
*Elementary Construction
TM
Builds
20
Big Tow Truck
Grades: 1+
Pieces: 1200
Item #: 78980
Models
• Includes 1200 K’NEX Rods, Connectors
and Bricks
• Builds 20 models of varying difficulty;
at least 3 at a time
• Building instructions included.
Building Instruction
Cards Included
Bob Cat
Earthmover
Snowmobile
Motor Pack
Grades: 1 – 6
Pieces: 2 Motors
Item #: 78910
• 2 Battery Motors (AA batteries not included)
• Use to motorize your K’NEX creations. Perfect
addition to any K’NEX Education set.
education.com
For downloadable lesson plans and State and National standard
alignments visit www.knexeducation.com
©2011 K’NEX Limited Partnership Group
P.O. Box 700
e-mail [email protected]
for extra brochures and information
K’NEX and KID K’NEX are Registered
Trademarks of K’NEX Limited Partnership
Group
888-ABC-KNEX
Part # 93069
30

Catalog

Transcription

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