Lesson Plan

Grade Level: 12th grade Time Duration: 50 minute period

Anticipatory Set PowerPoint: Students will be shown a PowerPoint presentation along with a video clip in order to introduce the area of Gears and how gears influence mechanical design. Objective Students are going to analyze the physics and mathematics behind involute gears in order to eventually create physical gears in a collaborative effort and experience team oriented design process. Standards/ Purpose
The Nature of Technology Standard 2 Students will develop an understanding of the core concepts of technology. Standard 3 Students will develop an understanding of the relationship among technologies and the connections between technology and other fields of study. Technology and Society Standard 7 Students will develop an understanding of the influence of technology on history. Design Standard 8 Students will develop an understanding of the attributes of design. Abilities for a Technological World Standard 11 Students will develop abilities to apply the design process The Designed World Standard 16 Students will develop an understanding of and be able to select and use energy and power technologies.

Materials/Resources Overhead projector Computer/Laptop Projector Screen Prepared PowerPoint presentation Handouts explaining specific terminology of an Involute Gear set Handouts explaining the algebraic formulas for gear creation 3" Binder, pens/pencils Background Knowledge This would be in the middle of a study of Mechanical Assembly. Students would have been introduced to the following concepts: Cams Drive Shafts Cycles Mechanical Load Handouts also have terminology highlighted that is not normally in use. Teaching Sequence 1. PowerPoint: Teacher lectures on the history of mechanical motion transfer and drive. 2. Teacher explains the benefits and drawbacks of several drive-system types. 3. Students are broken into groups of two to analyze each of the eighteen terms of involute gears. Their main goal is to discover the proper sequence of formulas needed to create a gear from nothing. Each group is given a series of handouts in order to draw or map out their respective parts. Meanwhile, the teacher walks around the room, guiding the students in the right direction.

4. Students share what they have mapped out. Teacher is free to add any information or clarify. 5. Students are given homework assignments. Outcomes and Understandings My goal is for students to understand the terminology and sequential order of formula flow of gear creation, identify the different aspects, demonstrate comprehension of algebraic formulas, and begin to understand some of the deeper layers the involute gear set plays through guided class discussion. Evaluation/Assessment Strict assessment will take the form of a quiz the next day. Students will be given set of dimensions and asked to use the formulas from their notes to find the proper size gear. Students will be further evaluated on the unit test in the form of a math exam. The exam will be graded numerically on a scale of 30 total points. Independent Work For homework, students are to complete the fill-in-the-blank handout. The handout will display a gear and pinion set with blank labels. The students will name the proper aspect by using the notes they've taken in class.