Student are also encouraged to rebuild the go-cart by, for example, exploring the effect of using separate axles for the back set of wheels, or by using different wheels. Students are asked to build a test track and to explore the movements of the go-carts. Build Go-Cart Model B6 and steer it around.įollow Building Instructions B, pages 32 to 40, steps 1 to 13.Įncourage students to identify parts while they are trying out the model. If possible, keep an example of Go-Cart Model B5 for students to compare with Go-Cart Model B6.Ħ. Students must write their answers in the chart. One wheel will always skid when turning corners. However, they will also notice that it is hard to steer through sharp turns or in a zigzag pattern, as the wheels cannot turn at different speeds. The students will notice that Go-Cart Model B5 is very easy to steer when driving in a straight line. Encourage them to try more than once to ensure that their observations are correct.
Students observe and test the degree of ease with which they can steer the model in a straight line and around a sharp corner. For the prediction, the correct answer is model B6 however, it does not matter whether students get the answer right or wrong at this point, only that they should make a prediction that can be checked later. If I compare model B5 to model B6, then I think that Go-Cart Model (B5/B6) will be the easier to steer.Įncourage students to discuss the effects the different axles will have on the go-carts in their own words. Next, look carefully at the pictures of the models and make a prediction. Model B5 uses a single axle, while model B6 uses separate axles.Ĥ. Students should notice the difference in the axles used for the front set of wheels. What do you notice? Explain how the models are different. Then look carefully at the pictures of the models and compare Go-Cart Model B5 to Go-Cart Model B6.