Systems in Action: Build Project

The Windmill Challenge

Goal: Create a windmill that will turn a series of gears that will raise a string,
lifting a bucket off the ground.

Success Criteria:
- Identify the purpose, input, output, components and processes of a
working system
- Identify and describe how simple machines are used within a system
- Describe how systems are used to simplify complex tasks
- Follow correct blueprinting guidelines
- Safely and confidently use hand tools

Project Parameters: Materials:

- Three people in each group:
3 x Bass Wood (180cm total)
1. ____________________________________
2 x Gears
2. ____________________________________
1 x Dowel
3. ____________________________________
1 x Straw
- One storage bin assigned to each group 4 x Popsicle Sticks
Identification Symbol: _________________________ 1 x Card stock Sheet
20 cm String
- Each group member is responsible for pulling their weight of the project. * Any other materials must be approved
A final peer evaluation piece will occur at the end of the project. by Mr. Henderson

Build Specifications
- Base of tower must stand within an 8cm x 8cm square
- Windmill tower (Excluding Fan) must be no taller than 20 cm
- Windmill must be free-standing
- Windmill must be functional (without human contact)

Individual Write-up
Each member is responsible for submitting a one-page typed (written in pen) report outlining:
- The purpose, input, output, components and processes of the windmill
- Identifying how the windmill uses simple machines to complete its task
- How are systems used to help simplify complex tasks that exist within our daily lives? provide examples.

Project Process Dates:

1. Create Initial Sketch of Windmill (Does not need measurements, consider this rough copy)
a. Due: _________________________________________________
2. Create blueprint of Windmill
a. Due: __________________________________________________
3. Windmill Build & Test
a. Due: __________________________________________________
Categories – Group Build 4 3 2 1 R

Sources (information and

graphics) are accurately No
Sources Used All sources Most sources Some sources listed Sources not listed
documented, and from trusted information
sites
K/
U
Explanation shows of the main
Very limited
Concepts of a ideas. All topics are addressed complete substantial
some understanding understanding OR is Not written
system and most questions are understanding understanding
not written.
answered

Diagrams or models are

With intricate accurate and
related to content adding to with basics covered Not
Blueprints details, and appropriate with With some errors
the reader’s understanding of and simple labels submitted
advanced labels completed labels
the topic.

Communication for different

audiences and purposes in oral,
visual, and/or written forms
C communicates for communicates for
(accurately describe the steps
different different communicates for communicates for
taken to solve the design
audiences and audiences and different audiences different audiences No
Communication challenge and the learning
purposes with a purposes with and purposes with and purposes with evidence
that he/she acquired from this
high degree of considerable some effectiveness limited effectiveness
unit and use an appropriate
effectiveness effectiveness
form for the selected audience,
e.g., teacher, or teacher and
classmates)

Application of knowledge and

skills (e.g., concepts and advanced appropriate Makes some Makes limited
No
A Application processes, use of equipment connections connections connections among connections using
evidence
and technology, investigation among concepts among concepts concepts concepts
skills) in familiar contexts

The build displays Advanced level of Appropriate level Limited level of

Somewhat function
A Build Success understanding of topic and is function based on of function based functionality based
based on topic
functional in its display topic on topic on topic

Categories – Individual Write-up 4 3 2 1

Explanation shows of the main ideas. All complete

K/ Concepts of a substantial Very limited understanding
topics are addressed and questions are understandin some understanding
U system understanding OR is not written.
answered g

developed and applied concepts using all reasoning

T Reasoning appropriate skills some reasoning skills Limited reasoning
examples skills,

Communication for different audiences

and purposes in oral, visual, and/or communicate
written forms (accurately describe the s for different communicates for
communicates for
steps taken to solve the design audiences and different audiences communicates for different
different audiences
Communication challenge and the learning that he/she purposes with and purposes with audiences and purposes with
and purposes with
acquired from this unit and use an a high degree considerable limited effectiveness
some effectiveness
C
appropriate form for the selected of effectiveness
audience, e.g., teacher, or teacher and effectiveness
classmates)

Use of conventions, vocabulary, and are used, but it is

Are always There is little use, or a lot of
terminology (e.g., input, output, Are used with sometimes not easy
Conventions used, with no inappropriate; with several
components, purpose, and Processes) in almost no errors to understand; many
errors errors
oral, visual, and/or written forms errors

advanced
Evidence of connections among appropriate Makes some
connections Makes limited connections
Connections concepts, and relates real world connections among connections among
among using concepts
applications concepts concepts
concepts