Maker Project - Pulley Systems

Emily Reavie

Assignment Guidelines
Students will use their previously obtained knowledge about pulley systems and their
presence in real life objects to plan and build a pulley system. They will use this knowledge to
create a real life item that has a pulley system that successfully lifts a load. They will complete
this task through a website called Tinkercad. Students will work in partners to create a pulley
system (of their choosing) that they will print from a 3D printer. This 3D design should take no
more than 30 minutes to print. An introduction and training would have previously taken place in
regards to proper use of Tinkercad and 3D printing.

Materials Required
Computer for each set of students (with Tinkercad downloaded)
Elastics
Various loads (for testing the pulley system)

Success Criteria
I have created a visual plan for a pulley system on Tinkercad
I have successfully printed a pulley system using a 3D printer
My pulley system has been adjusted once in 3D form in order to lift a load of my
choosing
I shared equal responsibility, problem-solved, and collaborated well with my partner
Important features of my pulley system were explained well in my presentation -
including why I chose the pulley system that I did

Presentation and Creation of Pulley System

1. Students will present their pulley to their peers by explaining the type of pulley they
made (fixed or moveable) and if the real life item is not apparent, what real life item
would use this type of pulley.
2. Students will then test their item to make sure it can lift a load of their choosing.
3. The presentation will be limited to five minutes per pair.

Curriculum Expectations
Overall Expectations
2. Investigate ways in which pulleys and gears modify the speed and direction of, and the force
exerted on, moving objects
3. Demonstrate an understanding of the basic principles and functions of pulley systems and
gear systems.

Specific Expectations
2.1 Follow established safety procedures for working with machinery (e.g., check to ensure that
pulley systems are firmly attached to a secure support before operating them; be aware that
changing a larger gear wheel to a smaller one will change the speed at which the mechanism
moves)
2.4 use appropriate science and technology vocabulary, including pulley, gear, force, and
speed, in oral and written communication
2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different
audiences and for a variety of purposes (e.g., write a set of instructions for setting up a pulley
system
3.1 describe the purposes of pulley systems and gear systems (e.g., to facilitate changes in
direction, speed, or force

Rationale
This culminating activity was designed to engage students in an activity that required
tactile experiences through guided discovery and problem-solving in order to communicate with
a partner to accomplish a task. This activity considers the knowledge that students have already
obtained throughout the unit about pulleys, how they work, and the different types of pulleys. By
allowing students to create their own pulley model, it confirms the knowledge that they
previously learned in an exciting way. Hands-on learning experiences such as these have
shown many benefits for learning. Students would also be referred to the screencast that would
allow a visual understanding of the task at hand. It would provide examples of how students can
utilize the Tinkercad system to create their desired objects.
A consideration that I would take into account given the school resources would be
regarding the number of computers available. If there are not enough computers available,
students may work in small groups in order to design and complete this assignment.
Assessment will include the following:
As - Throughout the pulley system creation, check ins will take place where questions
and discussion will promote abstract thinking. In addition, students will be able to use their
checklist to ensure they have all components required for the assignment.
Of - Presentations will be used to assess students on the requirements they were
assigned in the success criteria.
In terms of furthering students exposure to technological devices such as 3D printing
and becoming literate with technology, students would be invited to the Makerspace at the
University of Ottawa after completing this assignment. Every Sunday, the Makerspace offers
free 3D printing and laser cutting to the community. This means that students would have the
chance to attend the Makerspace to explore more technological options outside of school time.
After all, this type of learning is extremely engaging!

Link to Screencast