Project Sheet

Simon Brown & Johanna Wiese
Purpose
The purpose behind demonstrating this working system to a group of students is multi-faceted:
it develops knowledge and understanding of various technical systems including simple pneumatic, cam,
pulley, and lever systems
it engages students and builds up their curiosity in the subject matter
it is a concrete and hands on approach to learning concepts that are otherwise difficult to comprehend
it sparks students imagination and creativity
it provides opportunity to create multiple links to areas of the Australian Curriculum
Band level and why it was chosen
We chose the band level for years 3 and 4 within the technologies learning areas as we saw the greatest potential for
links across different learning areas given the Pinocchio story book theme.
Learning Areas of Australian Curriculum
The Pinocchio model is aimed at year 4 and more specifically the following design and technologies knowledge and
understandings from the Technologies learning area of the Australian Curriculum (ACARA 2014):
Design and Technologies Knowledge and Understanding
Technologies Context - Engineering Principles and Systems
Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
Elaborations for this knowledge and understanding addressed by the model are:
exploring through play how movement can be initiated by combining materials and using forces
examining models to identify how forces and materials are used in the design of a toy
conducting investigations to understand the characteristics and properties of materials and forces that may
affect the behaviour and performance of a product or system
Technologies Context – Materials and Technologies Specialisations
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
(ACTDEK013)
Elaborations for this knowledge and understanding addressed by the model are:
investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child
comparing how different components interrelate and complement each other in a finished designed
solution, for example investigating and playing with joining processes for a variety of materials in the
production of common products
Other Curriculum Links
The Pinocchio model also makes specific links to the year 4 learning areas of English, Mathematics, Science, and The
Arts (ACARA 2014):
English - Examining literature
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Elaboration:
identifying pivotal points in the plot where characters are faced with choices and commenting on how the
author makes us care about their decisions and consequences
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Mathematics - Shape
Make models of three-dimensional objects and describe key features (ACMMG063)
Science – Physical Sciences
Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
Elaborations:
observing qualitatively how speed is affected by the size of a force
exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling
another object
comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of
surfaces
investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping,
bouncing and rolling
The Arts - Visual Arts
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
Elaboration:
practising a variety of techniques and use various technologies to find different ways of interpreting a theme
and/or subject matter, for example, making a simple animation or storybook
Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
Elaboration:
Considering viewpoints – materials and technologies: For example – What is the artwork made of? How does
the choice of material enhance the audience’s understanding of the artist’s intention? Can you develop your ideas using different materials?
Cross Curriculum
The model goes towards addressing the area of sustainability by demonstrating the use of recycled materials to
create something both creative and functional.
General Capabilities
The model addresses the following general capabilities of students:
Literacy – as described above
Numeracy – as described above
Information and communication technology (ICT) capability – through use of digital mediums to complete
the design project using equipment such as computers, scanners, digital cameras, and printers.
Critical and creative thinking – through use of their imagination and generation of ideas, and the ability to
develop, critique and evaluate these ideas when making their own models.
Personal and social capability - students will develop personal and social capabilities collaborating in groups
as they develop their design projects.
Investigating
We explored different traditional tales to determine which one would complement a technical system at work. We
decided that ‘Pinocchio’ written by Italian author Carlo Callodi would be ideal to show a pneumatic system by
moving Pinocchio’s nose in and out as he lies. We also saw potential to use a pulley system to animate either arms
and/or legs. After reading two versions of ‘Pinocchio’ (Brown 1980; Goldenberg & Killion 1994) and watching the
Walt Disney movie ‘Pinocchio’ (Sharpsteen, 1940) the idea for a cam system evolved with ‘Cleo’ the fish jumping out of his fishbowl. We gathered and explored various materials and tools to make prototype cam and pneumatic
systems. We determined which materials would be appropriate to withstand multiple use in classroom environment.
Scientific Concepts
Cams - convert circular motion into vertical movement called a reciprocating motion (Automata 2014; GCSE BBC
Bitesize 2014).
Levers – are a rigid bar that you push or pull about a pivot or fulcrum.
Pneumatics - involves the use of pressurized gas in order to make an object move (eHow 2014).
Pulleys – single fixed pulley system, imparts motion in the opposite direction with no mechanical advantage
(Kidipede 2014).
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Simon Brown & Johanna Wiese
Figaro ‘the cat’ and Cleo ‘the fish’ Cam and Lever mechanisms
Figaro the cat attempts to catch Cleo the fish with his paw.
Figaro’s paw is animated by a cam driven lever mechanism.
The stroke of the cam follower is proportional to the rotation of the paw about the fixed pivot.
The stroke (or movement) from the cam follower imparts an angular movement (via a series of
levers) of Figaro’s paw dependent on the distance of the floating pivots to the fixed pivot on the
levers.
The further we moved the floating pivot A from the fixed pivot the less angular rotation we
achieved on Figaro’s paw. The distance between floating pivot A and B defines the maximum
stroke possible from the cam follower. When the distance was too small it caused the
mechanism to jam.
Counterweights were added to the follower to ensure that the paw raised consistently on the
downward stroke of the follower
We achieved the optimal positions of the pivot points through trial and error. We see this as a
good exploratory activity for students to find the relationship between locations of pivot points
and the translated angular movement achieved in the levers.
Cleo the fish jumps out of his bowl and performs acrobatic spins by using the same basic cam
mechanism as with Figaro but using a larger circular follower that has the cam wheel offset
from the centre of the follower.
By offsetting the cam wheel from the follower we are able to animate the follower not only up
and down in the vertical plane, but also around in the horizontal plane.
The further the cam is offset from the centre of the follower the faster the Cleo will spin. This is
a good exercise for students to explore the relationship between the offset of the cam and the
speed of rotation of the follower.
We found that a foam follower provided the best traction between cam and follower and
produced the most reliable and consistent spinning motion when compared to cardboard or
plastic cams.
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Simon Brown & Johanna Wiese
Pneumatic System
Our model uses a closed loop system involving two syringes joined via plastic tubing.
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Simon Brown & Johanna Wiese
Generating
Our planning involved various concept sketches followed by prototypes of the various mechanisms required
to produce our model.
We developed the concept of the interaction between the three characters to convey the moral behind the
Pinocchio story. This led to the final model layout, including having Figaro and Cleo driven off the same
camshaft mechanism.
We decided on utilizing mainly readily accessible and recyclable materials and items from an opportunity
shop (Pinocchio’s clothes and shoes) to demonstrate recycling and sustainability.
Concept Sketches
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Simon Brown & Johanna Wiese
Prototype Cam Mechanisms
We initially designed and made simple cam mechanisms, progressing to more complex systems.
By undertaking this process we became more familiar with the materials and different components that
would be needed for our final design; meanwhile we were cognisant of the need to meet the design criteria
of being sturdy, cheap, safe and easily accessible.
We explored using different types of Cams and decided on an eccentric Cam (the rotatory shaft is offset in
the circular Cam), the follower and hence our fish/cat will then be constantly moving (i.e. no dwell).
By designing these simple Cams we were able to learn about the importance of the correct height for the
follower, in order for the Cam wheel to achieve its full rotation and subsequent maximal vertical movement
of the follower.
We decided on a flat follower to enhance a smoother motion. To minimize rotatory movement and to
increase stability a straw support guide (slide) was used initially, in these simple Cams; later replaced by a
sturdier material, a biro case for the final Cam design.
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Producing
Skills and Techniques
Joining - stitching, glue (hot glue, glue stick, PVA and craft glue), sticky tape, cork and foam friction, split pins, knots.
Use of digital technologies – we digitally scanned character drawings such that they could easily be re-scaled
appropriately for the size and scale of the model.
Paper Mache – a mixture of flour, water, newspaper, tissues and PVA glue were used for Pinocchio’s head.
Painting – sealant, spray adhesive, and painting with acrylic paints.
Cutting – sawing, scissors, craft knife, box cutters.
Dress making – stitching and fabric selection.
Net making – Cam box construction.
Construction - Wall papering Pinocchio’s room, skirting board and bookcase.
Materials
Cardboard, syringes, tubing, paper, newspaper, tissues, plasticine, blue tak, buttons, felt, embroidery thread, cork,
foam, polystyrene, MDF, wooden skewers, split pins, washers, paper clip, cotton, key ring, acrylic paints, plastic
bottle, plastic bottle tops, wood, various glues, sticky tape, disposable coffee cup lid, feather, buttons, ribbons,
second hand baby shirt, baby shoes and cushion filling .
Equipment
Scissors, craft knife, cutting board, hot glue gun, needle, bradawl, pencil, ruler, scanner, printer, measuring tape,
paint brushes, doll.
Making of Pinocchio
Constructing mould for head
Body template
Paper Mache process
Painting and decorating process
Clothes making process
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Simon Brown & Johanna Wiese
Making of Cam Box
Cam box design
Measure and cut
Fishbowl construction
Character drawings
Box construction
Preparation for painting
Character positioning
Final construction
Construction of Model
Basic Model framework
Attach pulley and test system
Room construction
Front view
Pinocchio positioning
Mounting head
Rear view
View of cams through window
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Simon Brown & Johanna Wiese
Evaluating
Pinocchio was essentially two dimensional (2D) however his face and shoes were three dimensional (3D),
which made it challenging to bring the entire Pinocchio character together. We used polystyrene foam for
his feet which enabled us to glue his 2D legs to his 3D shoes. The same approach was used to mount
Pinocchio’s head to the backdrop. Polystyrene foam was cut to size and shape then glued inside the head.
This provided a sound base to mount Pinocchio’s head to the main structure. Figaro’s paw did not initially raise up when the follower was on its downward stroke. To overcome this we
added washers as counterweights to the flat cork base attached to the follower, which allowed the Figaro’s paw to raise when the follower was on its downward stroke.
Counterweights were also required on Pinocchio’s hand to allow for smooth operation of the pulley system,
as his arm would not consistently lower under gravity.
The positioning of the cam wheel for Cleo the fish was offset from the centre of the follower such that
rotatory and vertical motion could be achieved. The foam cam wheel worked well for the rotation as it
provided good traction for turning the follower.
For Figaro the cat, the cam wheel was positioned directly below the follower, as rotational movement was
not desirable in this case. We changed the cam wheel from a foam wheel to a hard plastic wheel, due to the
follower having a tendency to grip and jam due to excess traction with the foam cam wheel. The lower
resistance of a plastic cam wheel (plastic bottle top) eliminated this issue.
We placed a shuttered window behind the cam box to provide visual access to the cam mechanisms for
Figaro the cat and Cleo the fish. We thought this added to the visual aspect of the model adding depth and
dimension, but also served a functional purpose.
Traditional tales were placed on to the bookcase behind Pinocchio to link in with our design brief and
provide children with some ideas for their projects.
Collaborating and Managing
We decided to meet at Jo’s house, as it was quiet, free of distraction and Jo had recyclables, craft materials and the equipment which would be needed. At these meetings we would also delegate things to be done prior to the next
meeting and keep in contact via phone/email. Meetings involved in sequential order:
Initial discussions focussed around which, traditional tale to choose along with the appropriate band level.
We decided on ‘Pinocchio’ at this meeting based on its potential to showcase the technical systems. Before
the next meeting we were to both review the Design and Technology Australian curriculum to ensure that
year 3/4 band was appropriate and to also see how it integrated with other learning areas within the
curriculum. We were to research Cams, pulley and pneumatic systems and make some prototype cam
systems. We were also to gather the materials.
We discussed our research findings and showed our mock designs. We finalized our design plans including
the type of cam system. Simon was to design another prototype cam system incorporating two cam wheels
attached to the same rotatory shaft along with two followers attached to the respective character. Jo was to
make Pinocchio’s head.
Further discussions were made regarding how the three characters would interact to depict a story. We
decided that Figaro the cat would try and catch Cleo the fish, subsequently Pinocchio would hit Figaro; later
lying that he had actually undertaken this act his nose would ‘grow’. In order to achieve this a lever was
added to the Figaro cam system and a pulley system added to aid movement of Pinocchio’s arm. We
changed the original concept where Pinocchio was seated to having him standing as it enabled us to animate
Pinocchio’s arm more easily, and provided more depth and scale to the model. Together we made the
Pinocchio body. Prior to the next meeting, Jo was to dress Pinocchio’s body and paint the head and Simon
planned to complete the Cam system components.
Together we completed the Cam system needing to make adjustments/modifications. Together we made
the walls to the room, the pulley system and the pneumatic system.
The room needed to be completed by joining the walls and with the addition of a window and a bookcase.
After independently working on the design folio, we met to collaborate this and format.
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Simon Brown & Johanna Wiese
Rationale for Design Brief
The rationale behind the design brief is to integrate multiple areas of the curriculum within one project. It will focus
on learnings from the English, Science, Mathematics and The Arts learning areas to complement the Design and
Technology producing component of the Curriculum. This unit of inquiry will be undertaken over an entire term with
the background knowledge and understanding, contexts Engineering Principles and Systems and Materials and
Technologies Specialisations serving as a learning platform for the later design brief.
Design Brief
Context (Setting the scene): This term, as a part of our English subject, we will be learning about Traditional
tales and in Science we will be exploring a number of technical systems such as pulleys, pneumatics, levers
and cam systems. Please take time to look at and explore the various mechanical systems within the
Pinocchio working model.
Task: Design and create a simple model which shows an aspect (e.g. a character) from a traditional story
book tale which includes a simple cam mechanism. In your group you will be verbally presenting the working
model to the class, in the last week of term. We will then be showing our models to our buddy year 1 class.
Constraints:
you will be given full access to all of the classroom craft materials and equipment
wherever possible use recyclable materials (from school and home, after parent/carer consent
gained).
you will be working in groups of three.
models must be completed by the Friday of Week 9
you will present your models to the rest of the class on the Monday of Week 10.
Assessment/Presentation Requirements: You will be assessed on:
how well you worked as a group
how well your model worked
your group’s technical understanding of the mechanism
your use of appropriate recyclable materials
how well the model showed a part of a traditional tale/storybook
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References
ACARA 2014, Technologies, Australian Government, viewed 4 September 2014,
<http://www.australiancurriculum.edu.au/>.
Automata 2014, Automata and mechanical toys, Papercrafts Ltd., viewed 1 September 2014,
<http://www.mechanical-toys.com/>.
Brown, K 1980, Pinocchio, Award Publications Ltd., England.
ehow 2014, Basic Pneumatic Projects, ehow, viewed 31 October 2014,
<http://www.ehow.com/list_7571385_basic-pneumatic-projects.html>.
GCSE BBC Bitesize 2014, Design and Technology Cams, GCSE BBC Bitesize, viewed 27 October 2014,
<http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtml>.
Goldenberg, D & Killion, B 1994, Pinocchio’, Treasury of Fairy Tales, Louis Weber Publications international Ltd.,
Illinois, pp. 218-237.
Good, J, blog post, Ultimate Paper Mache, viewed 28 August 2014,
<http://www.ultimatepapermache.com/>.
Ivydale Science and Technology Service 2013, How to make a Cam Driven Moving Toy, video, YouTube, 17
December, viewed 1 September 2014, <http://www.youtube.com/watch?v=2vCLmxsIavo>.
Kidipede, 2014, Pulleys - Simple Machines for Kids - What are pulleys? How do pulleys work?, Kidipede, viewed 18
October 2014, <http://scienceforkids.kidipede.com/physics/machines/pulley.htm>.
Mr Philp 2013, Year 5 DT-Cam Mechanism, video, YouTube, 4 October, viewed 1 September 2014,
<http://www.youtube.com/watch?v=IM3vYcYVAxI>.
Quizz.Biz, 2014, Image of Pinocchio Figaro and Cleo, viewed 4 November 2014,
<http://www.quizz.biz/uploads/quizz/390232/12_b5djt.jpg>
Sharpsteen, B (dir.) 1940, Pinocchio 70th Anniversary Platinum Edition, DVD, Walt Disney.
SHS DT 2013, Compilation of Year 8 Cam Toys 2013, video, YouTube, 16 July, viewed 1 September 2014,
<http://www.youtube.com/watch?v=qDxwP5v9ZQw>.
Toys Investigation 2012, Image of Pinocchio template, viewed 16 October 2014,
<http://toysinvestigation.wikispaces.com/file/view/Pinocchio%20split%20pin.png/375533006/Pinocchio%20split%2
0pin.png>.
Walt Disney’s Pinocchio- Fun and Fancy Free- Tripod 2014, Image of Pinocchio, viewed 13 October 2014,
<http://vibgyor.tripod.com/Pinocchio/pinocchio.html>.
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