Knex education catalog 2014

www.knexeducation.com

CONTROL AND COMPUTER CONTROL

K’NEX Education STEM SolutionsSTEM Education focuses on science, technology, engineering and mathematics concepts taught through problem-solving, discovery, exploratory learning and critical thinking. It requires students to be active participants in the learning.

Dynamic K’NEX models offer hands-on learning opportunities that encourage scientific inquiry, investigation and experimentation. Models are fully-functioning replicas of real-world machines/structures enabling students to relate the concepts to the world they live in. Color-coded building instructions allow students of varying levels to participate and succeed.

K’NEX Education Teacher guides, with inquiry-based lessons, challenge students as they build, investigate, problem solve, discuss, and evaluate scientific and design principles in action. The lessons include objectives, activities, key concepts, journals and worksheets, everything you need to introduce the concepts and assess what the students have learned. All K’NEX Education Teacher guides are aligned to National Science, Technology, Engineering, and Math standards, including Common Core Mathematics and Next Generation Science Standards.

Visit us at knexeducation.com to download sample lesson plans, table of contents and standard alignments for our entire curriculum-supported product line.

We are proud to manufacture K’NEX Rods and Connectors in the USA.

Table of Contents

STEM Sets - Elementary ......................................................................................3

STEM - Middle/High School .................................................................................9

Computer Control ...............................................................................................16

Math & Geometry...............................................................................................22

Learning Through Play with KID K’NEX ...............................................................27

Spatial Building Sets ..........................................................................................30


3

SCIENCE, TECHNOLOGY, ENGINEERING & MATH -

ELEMENTARY

Introduction to Simple Machines: Levers & PulleysTM

Grades: 3 – 5 Pieces: 178 Item #: 78610Introduce students to the scientific concepts associated with levers and pulleys. Students will acquire skills using a hands-on, inquiry-based approach to information and concepts. Working cooperatively, students are encouraged to interact with each other as they build, investigate, discuss, and evaluate scientific principles in action.

The Teacher’s Guide provides the information and resources needed to build students’ understanding of scientific concepts and channel their inquiries into active and meaningful learning experiences. Extension activities that can be used to explore the concepts more deeply are also included.

Wheelbarrow(2nd Class Lever)

Sailboat(Block & Tackle)

Balance(1st Class Lever)

#96391

©2007 K’NEXLimited Partnership GroupP.O. Box 700Hatfield, PA 19440-0700

Call 1-888-ABC-KNEX or visitwww.knexeducation.com

TEACHER’S GUIDEINTRODUCTION TO

LEVERS & PULLEYS

TEACHER’S GUIDE CD INCLUDED

BUILDING INSTRUCTIONS INCLUDED

TM

Key Concepts• Making work easier• W = Fd (Work equals force x distance)• Effort Arm• Resistance (Load) Arm• Fulcrum• Classes of levers• Ideal Mechanical Advantage• Actual Mechanical Advantage• Fixed Pulley• Movable Pulley• Block and Tackle• Mechanical Systems

Set Details• Builds 8 fully-functioning replicas of

real-world machines, one at a time.

• Supports 2 – 3 students working as a team.

• Building instructions and comprehensive teacher’s guide included.

• Aligned to Science, Technology, Engineering and Math Standards included including Common Core Mathematics and Next Generation Science Standards.

Also See:• Introduction to Simple Machines:

Wheels & Axles and Inclined Planes – Grades 3 – 5

• Introduction to Simple Machines: Gears – Grades 3 – 5

• Building Simple Machines Class Set – Grades 3 – 5

• Simple Machines Deluxe – Grades 3 – 8

• Exploring Machines – Grades 5 – 9

14

Explain to the students that they will be investigating an example of a simple machine – the lever – to

understand how it can help make work easier. Provide a definition of a simple machine if the students have not

previously been introduced to the concept. (See Page 2 of the Guide.)

Discuss how levers are probably one of the oldest machines known – they were perhaps used in prehistoric times

by people wanting to move large boulders or even to get mammoths out of pit traps. Explain that if we know

what to look for we will find levers being used everywhere. We even have levers in our bodies – our arms and

legs function as levers.

Ask if anyone can explain what a lever can

do. Demonstrate how a lever can make it

easier to lift the lid off a can. Ask the

students to carefully describe what

happened when the lever was used. Ask

them to think about where you exert a

force on the machine (the lever) and where

the machine exerts a force on the lid.

Use the students’ explanation to identify

the main parts of the lever: fulcrum, effort,

effort arm, resistance/load and resistance

arm. Draw a diagram on the board to

identify the parts of a lever.

Help the students develop a working definition of a lever. (One is provided on Page 3 of this Guide.) Write their

definition on the board and ask them to record it in their journals, together with the diagram showing the parts

of a lever.

Ask the students to think of examples of the use of levers in their daily lives. They will probably suggest crowbars

and bottle top openers. Probe for less obvious examples. Ask them what they are reminded of when they look at

the diagram they have just drawn in their journals. (See-saw or balance.) Have available real examples, and/or

pictures, to demonstrate the range of levers that we use in our daily lives. The following items, for example,

should be readily available in the classroom: a pair of scissors, a stapler, a hole-punch, a door, and a pair of

tweezers. You could also demonstrate a nutcracker, a pair of pliers, and a hammer. Students should record

examples in their journals.

Explain that there are 3 different types of levers. They all share the common components of a rigid rod or

beam, fulcrum, effort and load. They differ only in the relative positions of the fulcrum, effort and resistance

(load). They are known as 1st Class, 2nd Class and 3rd Class levers. Explain that they will investigate each of

these different types of levers.

The lever pivots on the rim of the can. Applying effort to push

one end of the lever downwards results in an upward

movement at the other end of the lever and this raises the lid

of the can.

The lever is a beam, bar or rod. The pivot point of the lever is

called the fulcrum; the part of the lever extending from the

fulcrum to the place where effort is applied is called the effort

arm; the part of the lever extending from the fulcrum to the

load is called the resistance arm.

EffortEffortArm

ResistanceArm

Fulcrum

Resistance/Load

The key parts ofa Class 1 lever

INTRODUCTION TO SIMPLE MACHINES

LEVERS AND PULLEYS

Builds

8Models

DOWNLOADABLE SAMPLE LESSON PLANS/

TABLE OF CONTENTS/ STANDARD

ALIGNMENTS


http://www.knex.com/Educators/Free_Lesson_Plan.php

4


ELEMENTARY

Introduction to Simple Machines: Wheels & Axles and Inclined PlanesTM

Grades: 3 – 5 Pieces: 221 Item #: 78620 Introduces students to the scientific concepts associated with Wheels & Axles, and Inclined Planes. Students build, investigate, and evaluate scientific principles in action.

The Teacher’s Guide provides the information and resources needed to build students’ understanding of scientific concepts and channel their inquiries into active and meaningful learning experiences.

Steering Wheel(Wheel & Axle)

Short Ramp(Inclined Plane)

Hand Drill(Screw)

#96391

W

HEELS & AXLES AND

INTRODUCTION TO

INCLINED PLANESTEACHER’S GUIDE





Key Concepts• Making work easier• W = Fd (Work equals force x distance)• Effort Arm• Resistance (Load) Arm• Fulcrum• Ideal Mechanical Advantage• Actual Mechanical Advantage• Mechanical Systems• Energy Transfer• Measurement, data organization

and analysis







Levers & Pulleys – Grades 3 – 5


• Building Simple Machines Class Set – Grades 3 - 5



28

Ask the students to think about places

where they have seen inclined planes

(ramps) used to move a person or an

object to a higher position.

The school building should provide examples of wheelchair ramps and possibly a ramp at a loading dock.

If possible, take the children to investigate them. They should note the steepness of the ramp; suggest reasons

why the ramp was used in that particular location; and understand that, whether they step up onto the curb

(or steps), or use the ramp, they have moved vertically and arrived at the same place. Ramps simply make it

easier to get to that place.

Encourage the students to use the library or Internet to investigate how inclined planes are used. (For example:

Macaulay, D. The Way Things Work. Or visit http://www.professorbeaker.com/plane_fact.html)

Ramps in the sidewalk for wheelchairs; ramps to load heavy

objects onto trucks; ramps between levels in a mall or

sports stadium.

Building ActivityDistribute the K’NEX Wheels & Axles and Inclined Planes building set to each group.

Ask them to turn to Pages 9, 10 & 11 of the building instructions booklet and construct the models of the

STEEP RAMP and the LONG RAMP. One team member should build the Steep Ramp and the other, the

Long Ramp.

Building Tip for Step 7 for the LONG RAMP: Slide the first section of the ramp over the yellow connectors,

THEN slip in the white joining plate to the end of the first section of ramp. Finally slide the second section of

ramp over the yellow connectors until it meets the white joining plate. Slide it over the joining plate to close

the gap and complete the entire length of ramp.

NOTE: Make sure that both models are constructed so that the bottom end of the black plastic ramp touches

the desktop. Both ramps are designed to move an object through the same vertical distance and to ensure

this, correct positioning on the support structure is essential.

Inquiry Activity: How does the inclined plane help make work easier?

Explain that they will be investigating the K’NEX Steep and Long Ramps by pulling different objects up them.

Remind the students that the purpose of the inclined plane (ramp) is to make work easier by reducing the

amount of force needed to move an object.

Steps

1. (a) Measure the heights of the two ramps and the lengths of their sloping sides. What do you notice?

(b) Draw diagrams in your journals torepresent the ramps and recordyour measurements on them.

2. (a) Give each group 3 rolls of pennies (or another weighted object,) and a 4-6 inch (10-15 cms.) length of

heavy rubber band. (NOTE: Before distributing the rubber bands, make sure the students understand that

over-extending them can result in a snap back or loss of control; they need to be very careful. See Safety

Information at the beginning of the Guide.)

(b) Tie the rubber band to the weight, making sure that there is a length for you to hold. One member of

the group should hold this end of the rubber band and lift the weight vertically so that it is level with

the top of the ramps. Notice how it feels to lift the weight.

Students should notice that the vertical height of the two ramps

is the same, but the length of the sloping side of one is longer

than that of the other.

INTRODUCTION TO SIMPLE MACHINES

WHEELS & AXLES AND INCLINED PLANES

Builds

7Models



ALIGNMENTS



5


ELEMENTARY

Introduction to Simple Machines: GearsTM

Grades: 3 – 5 Pieces: 198 Item #: 78630Introduces students to the scientific concepts associated with gears. Working cooperatively, students are provided with the opportunity to acquire skills using a hands-on, inquiry-based approach to information and concepts as they build, investigate, discuss, and evaluate scientific principles in action.

The Teacher’s Guide provides the information and resources needed to build students’ understanding of scientific concepts and channel their inquiries into active and meaningful learning experiences. Extension activities to explore the concepts more deeply are also included.

Eggbeater (Crown Gears)

Chainsaw (Spur Gear & Geared Chain Drive)

#96391



TEACHER’S GUIDEINTRODUCTION TOGEARS



Key Concepts• Making work easier

• W = Fd (Work equals force x distance)

• Ideal Mechanical Advantage

• Actual Mechanical Advantage

• Gear Ratios

• Spur Gears

• Crown Gears

• Mechanical Systems

• Energy Transfer

• Chain Driven Systems








• Introduction to Simple Machines: Wheels & Axles and Inclined Planes – Grades 3 – 5




Builds

7Models

Crank Fan (Spur Gear)

Stationary Bike (Geared Chain Drive)



ALIGNMENTS



6


ELEMENTARY

Building Simple Machines Class SetGrades: 3 – 5 Pieces: 2199 Item #: 79008This classroom set will allow you to Introduce your students to the scientific concepts associated with simple machines; levers and pulleys, wheel & axle, inclined planes, gears, wedge and screw. Students will acquire skills using a hands-on, inquiry-based approach to information and concepts. Working cooperatively, students are encouraged to interact with each other as they build, investigate, discuss, and evaluate scientific principles in action.

The Teacher’s Guide provides the information and resources needed to build students’ understanding of scientific concepts and channel their inquiries into active and meaningful learning experiences.

Eggbeater (Crown Gear System)

Steep Ramp (Inclined Plane)

©2013 K’NEX Limited Partnership GroupP.O. Box 700Hatfield, PA 19440-0700United States

1-888-ABC-KNEXwww.KnexEducation.com

#17900802

Teacher’s Guide

SI

MPLE MACHINES

BUILDING

CLASS SET


G4 Black Text

WARNING: CHOKING HAZARD – SMALL PARTS. Not for children under 3 years.

ADVERTENCIA: PELIGRO DE ASFIXIA – PIEZAS PEQUEÑAS. No para niños menores de 3 años.

ATTENTION ! RISQUE D’ÉTOUFFEMENT – Pièces de petite taille. Ne convient pas aux enfants de moins de 3 ans.

WARNHINWEIS: ERSTICKUNGSGEFAHR – KLEINTEILE. Nicht geeignet für Kinder unter 3 Jahren.





WARNING: CHOKING HAZARD – SMALL PARTS.

Not for children under 3 years.

ADVERTENCIA: PELIGRO DE ASFIXIA – PIEZAS

PEQUEÑAS. No para niños menores de 3 años.

ATTENTION ! RISQUE D’ÉTOUFFEMENT – Pièces de

petite taille. Ne convient pas aux enfants de moins de 3 ans.

WARNHINWEIS: ERSTICKUNGSGEFAHR – KLEINTEILE.

Nicht geeignet für Kinder unter 3 Jahren.









WARNING: CHOKING HAZARD –

SMALL PARTS. Not for children

under 3 years.

ADVERTENCIA: PELIGRO DE ASFIXIA –

PIEZAS PEQUEÑAS. No para niños

menores de 3 años.

AATTENTION ! RISQUE D’ÉTOUFFEMENT –

Pièces de petite taille. Ne convient pas aux

enfants de moins de 3 ans.

WARNHINWEIS: ERSTICKUNGSGEFAHR –

KLEINTEILE. Nicht geeignet für Kinder

unter 3 Jahren.

G4 White Text

























WARNING: CHOKING HAZARD –

SMALL PARTS. Not for children

under 3 years.

ADVERTENCIA: PELIGRO DE ASFIXIA –

PIEZAS PEQUEÑAS. No para niños

menores de 3 años.

AATTENTION ! RISQUE D’ÉTOUFFEMENT –

Pièces de petite taille. Ne convient pas aux

enfants de moins de 3 ans.

WARNHINWEIS: ERSTICKUNGSGEFAHR –

KLEINTEILE. Nicht geeignet für Kinder

unter 3 Jahren.

CAUTION: Keep hands, face, hair and

clothing away from all moving parts.

ATTENTION : Garde les cheveux, les

doigts, la figure et les vêtements à

l’écart de toutes les pièces mobiles.WARNING: Not suitable for children

under 18 months. Long cord/Long chain.

Strangulation hazard.

AVERTISSEMENT : Ne convient pas

aux enfants de moins de 18 mois.

Longue corde/Longue chaîne.

Risque d’étranglement.


Key Concepts• Levers, pulleys, wheel & axle, inclined

planes, gears, wedge and screw.

• Making work easier

• W=Fd (works equals force x distance)

• Mechanical Advantage

• Energy Transfer


Set Details• Builds 15 fully-functioning simple

machine models, up to 8 at a time for full class instruction.

• Supports 16 – 24 students working in teams

• Building instructions and comprehensive teacher guide included.



Levers & Pulleys – Grades 3 - 5

• Introduction to Simple Machines: Wheels & Axles and Inclined Planes - Grades 3-5

• Introduction to Simple Machines: Gears - Grades 3-5

• Simple Machines Deluxe – Grades 3 - 8

• Exploring Machines – Grades 5 - 9

Builds

15Models

Balance (1st Class Lever)



ALIGNMENTS



718

Graphics courtesy of Click

Art® 65,000Incredible Ima

ge PakTM; ©1996-97,T

/Maker Co.

knexeducation.com

• Conduct experiments wit

h the Balance

to differentiateclass and funct

ion

• Identify fulcrum, effort an

d load (resistance)

in different Balance configur

ations

• Identify, reinforce and soli

dify understanding of effort

and resistancearms

• Compare and contrast p

erformance and results for

each lever class of the Bala

nce

• Measure force and distan

ce for each lever class of th

e

Balance

• Calculate Mechanical Adv

antage and work efficiency

for the leverclasses

R

F

E

Additional Activities using the K’NEX Balance

There are two different wa

ys to changethe lever clas

s of the Balance:

(1) slide the load on the gr

ay Rods to change their po

sition from the

fulcrum; (2) disconnect the

whole arm from the base of

the Balance

and snap it into one of the

other sets ofyellow Conne

ctors on thetop

bar.This allows you to chan

ge the placement of the fulc

rum.

Feeling the Force: 1st, 2nd & 3rd-Class Balances

1. a. Set thefulcrum on th

e Balance in Position L2. La

bel the

fulcrum and the resistance

.

b. Remove theentire hanging

arm andTireload on the le

ft side

of the Balance, up to the or

ange Connector.Add the la

rge Hub

andTire and four small Hub

s andTires asextra weights

on the

right hangingarm. Snap the

right hangingarm onto the

yellow

Rods of the under arm of t

he Balance. (see 2nd-class p

hoto)

c. Lift the loadby applying ef

fort to the opposite end of

the arm.

In what direction do you a

pply the effort? Record and

explain

your observations.Which c

lass of lever isthe Balance n

ow?Why?

d. Lift the loadby applying th

e effort at theend of the lon

g arm.

In what direction was the

effort applied? Record and

explain

your observations. Compa

re these results to the pre

vious test

and explain what you find.

e.Which classof lever is the

Balance now?Why?

f. For both tests, in which d

irection doesthe resistance

move?

g. Use the K’NEX Rubber B

and Scale to measure the fo

rces and

verify your results. Explain

your findings.

[Push down on the opposit

e end of the arm and the re

sistance goesup.

The Balance is a 1st-class le

ver which changes the direc

tion of the force.

The Balance becomes a 2nd

-class lever when applying t

he effort by pulling

or pushing upthe end of the

long arm.Theresistance als

o goes up.This

takes less force because the

effort arm islonger than th

e resistance arm.]

1

3rd-Class

2nd-Class

1st-Class

R

F

E

R

F

E

L2= Left 2 yellow Connect

or

L1= Left 1

C= Center yellow Connect

or

R1= Right 1

R2= Right 2

L2

L2

L1C

R1

R2

L2

L1

C

R1

R2

L1

C

R1

R2

Balance Exten

sions Objectives


ELEMENTARY

Simple Machines DeluxeTM

Grades: 3 – 9 Pieces: 3447 Item #: 79520Exciting STEM Set! The K’NEX® Education Simple Machines Deluxe set is designed to introduce students to the scientific concepts associated with simple machines – Levers, Pulleys, Wheel & Axles, Inclined Planes, including Wedge and Screw, and Gears – as they build, investigate, discuss and evaluate scientific principles in action.

The teacher’s guide provides an overview of the concepts associated with the different simple machines, identifies student objectives for each investigation and includes a glossary of key terms and definitions. Student Activity and Reference Sheets include definitions, real-world examples and challenge activities for your students.

Big Ball Factory

Lawnmower (Spur Gear)

Balance (1st Class Lever)

5’

©2010 K’NEX Limited Partnership GroupP.O. Box 700Hatfield,United States

PA 19440-0700 1-888-ABC-KNEX


SIMPLE MACHINESDELUXE TM

Teacher’s Guide



Key Concepts• Levers, pulleys, inclined planes, wedge,

screw, wheel & axle, and gears• Energy Transfer• W=Fd (computation of work input and

work output)• Effort and Resistance Forces• Classes of levers• Mechanical Advantage • Experimental Design• Technological Design Process• Science and Technology in Society• Motion and Forces• Systems

Set Details• Builds 60 simple machine models!

• Supports 10 - 15 students working in teams.

• Building instructions and comprehensive teacher’s guide included




• Introduction to Simple Machines: Wheels & Axles and Inclined Planes – Grades 3 – 5




Builds

60Models



ALIGNMENTS



8

20

Inquiry Activities

You may want to discuss, for example, the forces that act on structures:

Squeezing/compression

Stretching/tension

Twisting/torsion

Sliding/shear

You may also want to explore the following

with the students:

some of the characteristic features of

different types of building materials

the ways in which different shapes

respond to different forces

the loads that structures are required

to bear

SUGGESTED STEPSExplain to the class that they will explore some of the factors that engineers must consider as they develop their designs.

1. If they appeared as responses in the earlier discussion, highlight the factors identified below. If they were not

mentioned earlier, use questioning techniques to elicit them from the children and add them to the list/map:

FORCES acting on the structure

MATERIALS used for the structure

SHAPES used in the structure

LOADS to be carried by the structure

2. To introduce your students to these concepts please refer to the activities described in the Quick Guide

section on Page 5-11 of this Guide. Resource materials for these activities are listed above on Page 22. The

activities you may want them to undertake could include:

Demonstrating the effects of forces using a piece of foam rubber or visiting the Forces Lab at

www.pbs.org/wgbh/buildingbig/bridge/

Activities demonstrating the ways in which the properties of materials can be changed, using sheets of

8.5” x 11” paper.

Investigating the strength of various shapes using K’NEX Rods and Connectors.

Using the Forces Lab at www.pbs.org/wgbh/buildingbig/bridge/ to investigate ways to strengthen

shapes used in structures.

NOTE to the Teacher:Information and suggested classroom activities for FORCES, MATERIALS and SHAPES are provided in the

Key Concepts section on Pages 5-17 of this Guide. An activity focusing on bridge LOADS can be found in the lesson

entitled, “Are All Bridges the Same?” on Page 25-28 of this Guide.

The www.pbs.org/wgbh/buildingbig/bridge/ web site provides a ‘Forces Lab’ that demonstrates the effects of

FORCES on different shapes, as well as addressing building MATERIALS, SHAPES and LOADS. It uses simple, clear

graphics and animations. We highly recommend that you and your students explore the resources offered at this site.

All of these concepts are clearly and simply demonstrated at

the web site we have referenced above.

TEACHER’S GUIDE

INTRO TO STRUCTURES


ELEMENTARY

Introduction to Structures: BridgesTM

Grades: 3 – 6 Pieces: 207 Item #: 78640Set includes 207 K’NEX® parts – enough to build 13 fully-functioning replicas of the seven key bridge types! Supports 2 – 3 students working as a team, in grades 3 – 5. Building instructions and teacher’s guide aligned to national education standards included. Packaged in a strong storage tray with snap-on lid.

The Teacher’s Guide provides the information and resources required to build your students’ understanding of scientific, technical and design concepts and to channel their inquiries into active and meaningful learning experiences.

Through Arch

Suspension

Baltimore Truss

#96391



INTRODUCTIONTO BRIDGES

TEACHER’S GUIDE



Key Concepts• Design Process

• Compression

• Tension

• Load (Dead and Live)

• Force

• Stress

• Cantilever Construction

• Suspension Technology

• Keystone

• Abutments and Anchorages


real-world structures, one at a time.


• Building instructions and teacher’s guide included


Also See:• Real Bridge Building – Grades 5 – 9

Builds

13Models



ALIGNMENTS



9

Firth of Forth (Cantilever)

6’

Golden Gate (Suspension)

5’

20.75”

Sydney Harbour (Arch)

5’

16”


MIDDLE & HIGH SCHOOL

Real Bridge BuildingTM

Grades: 5 – 9 Pieces: 2282 Item #: 78680The Real Bridge Building set is designed to assist students in their study of the history, function, structural design, geometry and strength of bridges. They will also investigate concepts related to the physical properties of materials and their application in the placement, design, and construction of bridges.

The Teacher’s Guide offers a wide choice of activities and extensive background information provided to assist the teacher as they present the materials and answer student questions. Each lesson includes background Information, Student Objectives, Student Inquiry Sheets, Glossary of Key Terms, Journaling Opportunities, and Skill Builder Activities.

BUILDING INSTRUCTIONS INCLUDED ©2011 K’NEX

Limited Partnership GroupP.O. Box 700Hatfield, PA 19440-0700


REAL BRIDGEBUILDING

TEACHER’S GUIDE


Key Concepts• Design Process

• Compression – Tension – Stress – Strain – Elastic Limit

• Load (Dead and Live)

• Force

• Stress/Strain Curves

• Young’s Modulus

• Cantilever Construction

• Suspension Technology

• Materials Applications

• Materials Limitations

Set Details• Builds 7, five to six foot long K’NEX®

Bridge models, two at a time.

• Support 6 – 8 students working in teams.



Also See:• Introduction to Simple Structures:

Bridges – Grades 3 – 6

Builds

7Models



ALIGNMENTS



10



Key Concepts• Renewable Energy• Reducing Greenhouse Gas Emission• Solar, Wind and Hydro Power• Energy; Radiant, Mechanical, Electrical• Energy Storage• Reducing Dependence on Foreign Energy• Electrical Energy Generation• Conservation of Energy• Hydroelectric Energy Generation• Kinetic and Potential Energy• Energy Efficient Technologies• Innovation and Invention• Green Energy/Clean Energy• Mechanical and Electrical Systems• Force, Motion, Work and Power• Newton’s Laws

Set Details• Builds 9 renewable energy models, three

at a time. • Supports 6 – 12 students working in

teams. • Building instructions and comprehensive

teacher’s guide included.• Aligned to Science, Technology,

Engineering and Math Standards included including Common Core Mathematics and Next Generation Science Standards.

Also See:• Forces, Energy & Motion –

Grades 5 – 9

• Energy, Motion & Aeronautics – Grades 5 – 9


• Amusement Park Experience – Grades 5 – 9

• Investigating Solar Energy – Grades 5 – 9

• Exploring Wind & Water Energy – Grades 5 – 9

Renewable EnergyTM Grades: 5 – 9 Pieces: 583 Item #: 78976Go green and bring STEM concepts to life with the K’NEX® Education Renewable Energy Set! Designed to address critical science, technology and engineering concepts in the middle school classroom and provide instructional models that will enhance students’ understanding of renewable energy sources.

Using K’NEX® and the lessons provided in the teacher guide enables you to offer students a program of study that uses hands-on exploration in conjunction with an engaging inquiry-based approach to learning. As students work cooperatively they are encouraged to work together as they build, investigate, discuss and evaluate concepts, ideas and designs.

Windmill Mechanical System

Solar Powered Crank Man

Water Powered Grist Mill

Solar Powered Car


#17897604



RENEWABLEENERGY TM

TEACHER’S GUIDE


Builds

9Models



ALIGNMENTS



11



Key Concepts• Solar Power• Energy Storage• Innovation and Invention• Energy Efficient Technologies

Set Details• Builds 3 Solar powered models, one

model at a time.• Supports 2 – 3 students working as a

team.• Solar panel, motor and cord included.• Building instructions and comprehensive


Engineering and Math Standards including Common Core Mathematics and Next Generation Science Standards.

Key Concepts• Wind and Hydro Power• Energy Storage• Hydroelectric Energy Generation• Innovation and Invention• Energy Efficient Technologies

Set Details• Builds 7 Wind and Water powered

models, one model at a time.• Supports 2 – 3 students working as a

team.• Building instructions and comprehensive


Engineering and Math Standards including Common Core Mathematics and Next Generation Science Standards.

NEW – Investigating Solar EnergyGrades: 5 – 9 Pieces: 128 Item #: 77075This small group version of the Renewable Energy set allows students to harness the energy of the sun and convert it into electricity to power K’NEX models.

NEW – Exploring Wind & Water Energy Grades: 5 – 9 Pieces: 288 Item #: 77051This small group version of the Renewable Energy set allows students to experiment with wind and water power. Students will investigate the science behind these energy sources and the technologies that help to make them useful.



1Education



INVESTIGATING

SOLAR ENERGY TM

Teacher’s Guide




EXPLORING WIND

&

WATER ENERGY

TM

Teacher’s Guide


Builds

3Models

Builds

7Models



ALIGNMENTS



12



Forces, Energy & MotionTM

Grades: 5 – 9 Pieces: 442 Item #: 78790Off to the races with K’NEX® Education! The K’NEX® Education Forces, Energy & Motion set has been designed for students to investigate a variety of concepts related to forces, energy, and motion. These concepts are fashioned around rigorous STEM content and national standards in science, technology, engineering and math.

As students engage in the activities, they will be learning, practicing, and applying integrated process skills. Students will be expected to craft fair test procedures, create meaningful data displays, make reasonable and data supported reports, and analyze their collected data in light of the problem at hand.

Three Wheel Spring Racer

Wind Racer



PA 19440-0700 1-888-ABC-KNEX


FORCES ENERGY AND MOTION TM

Teacher’s Guide


TM

Key Concepts• Student Designed Experiments• Energy Transfer• Potential Energy• Kinetic Energy• Newton’s Laws• Velocity and Acceleration• Graphing• Mechanical Systems• Motions and Forces• The Mathematics of Motion• Abilities of Technological Design• Design Challenges• Applied Simple Machine Technology• Systems, order, and organization

Set Details• Builds 11 vehicles, up to four at a time. • Supports 12 – 16 students working in

teams. • Battery, Spring and Fly-wheel motors,

building instructions comprehensive teacher’s guide included.


Also See:• Force & Newton’s Laws – Grades 5 - 9• Renewable Energy – Grades 5 - 9• Energy, Motion & Aeronautics –

Grades 5 - 9• Exploring Machines – Grades 5 - 9• Amusement Park Experience –

Grades 5 – 9

Builds

11Models

INCLUDES SPRING, FLYWHEEL

& BATTERY MOTORS



ALIGNMENTS

Force & Newton’s LawsGrades: 5 – 9 Pieces: 115 Item #: 77052This small group version of the Forces, Energy and Motion set challenges students as they investigate forces, energy, and motion concepts with vehicles powered by battery, spring and flywheel motors, rubber band and wind power.

Key Concepts• Potential and Kinetic Energy • Speed/Velocity• Inertia • Friction and motion• Force

Set Details• Builds 11 vehicles, one vehicle at a time• Supports 2 – 3 students working as a team.• Battery, spring and flywheel motors included. • Building instructions and comprehensive teacher’s

guide included.• Aligned to Science, Technology, Engineering and Math

Standards including Common Core Mathematics and Next Generation Science Standards.



13



Key Concepts• Levers and pulleys • Technological Design Process• Inclined planes • Motion and Forces• Wedge, screw, wheel & axle• Systems• Gears• W=Fd (computation of work input and

work output)• Energy Transfer• Effort and Resistance Forces• Classes of levers• Mechanical Advantage • Experimental Design• Science & Technology in Society


real-world machines, up to four at a time! • Supports 8-12 students working in teams.• Building instructions and comprehensive

teacher’s guide included. • Aligned to Science, Technology,

Engineering and Math Standards included including Common Core Mathematics and Next Generation Science Standards.


Levers & Pulleys – Grades 3 – 5• Introduction to Simple Machines:

Wheels & Axles and Inclined Planes – Grades 3 – 5




Exploring MachinesTM

Grades: 5 – 9 Pieces: 1432 Item #: 78600The Exploring Machines set is designed to expand upon middle school students’ knowledge of simple machines concepts. Students investigate, explore and experiment with the K’NEX® simple machine models as they analyze, synthesize, and evaluate information.

The Teacher’s guide includes Student Inquiry Sheets and Worksheets for the models highlighted. Student Worksheets ask questions about the machine being investigated and present challenges to help students think more deeply about the concepts involved.

Carousel (Crown Gear System)

Paddle Boat (Wheel & Axle)

Elevator (Fixed & Movable Pulley)



PA 19440-0700 1-888-ABC-KNEX


EXPLORING MACHINES TM

Teacher’s Guide


Builds

30Models



ALIGNMENTS

Simple and Complex MachinesGrades: 5 – 9 Pieces: 115 Item #: 77053This small group version of the Exploring Machines set is designed to increase student’s understanding of simple machines and how they make works easier by investigating, exploring and experimenting with fully functioning K’NEX® simple machine models.

Key Concepts• Effort & Resistance • Mechanical Advantage• W=Fd • Six Types of Simple Machines• Force

Set Details• Builds 16 simple machine models, one model at a time• Supports 2 – 3 students working as a team.• Building instructions and comprehensive teacher’s guide

included.• Aligned to Science, Technology, Engineering and Math

Standards including Common Core Mathematics and Next Generation Science Standards.



14

35888-ABC-KNEX

Process

Engagement 1. Review Newton’s three Laws of Motion with the students using their textbooks or other available

resources.

2. Introduce and demonstrate Newton’s Second Law of Motion using the K’NEX Rubber Band Powered

Dragster.

Exploration 1. Students will develop an understanding of Newton’s Second Law of Motion through research and

experiments using the K’NEX Rubber Band Powered Dragster model.

a. Students will complete the Understanding Newton’s Second Law of Motion Student Response

Sheet to demonstrate an understanding of the information and vocabulary presented in the

Engagement section of this lesson and their own research.

b. Students will construct the K’NEX Rubber Band Powered Dragster using the building instructions

provided. They will use the model to explore the impact of various design changes on the

performance of their vehicle and report their findings on the Vehicle Performance Evaluation

Student Response Sheet. This activity will require that each team be given fresh sets of

previously un-stretched rubber bands for experimentation.

c. Have the students discuss their findings as a group prior to leading a class discussion of the

findings. Encourage students to use the vocabulary they have learned during this lesson during

the class discussion.

TEACHER’S NOTES:

•StudentswillberequiredtomakespecifiedalterationstotheirK’NEXDragsterastheycomplete

the Vehicle Performance Evaluation Student Response Sheets (i.e., number of rubber bands and

changes in mass). Some students may suggest other changes they feel will improve performance;

however they should be instructed to only make those changes outlined on the Vehicle Performance

Evaluations Student Response Sheet.

•Studentsshouldwearprotectiveeyewearduringthisactivityasrubberbandshavepotentialfor

breakage.

•Over-windingoftherubberbandswillleadtobreakageandunsafeconditions.Instructstudents

of the hazards of over-winding the rubber bands.

•Theoptimumteamsizeforthisactivityis2to4students.

2. Students will complete a Newton’s Dragster Challenge Design Brief. Discuss the Design Brief and the

criteria for the challenge with students.

a. Introduce the Student Response Sheet entitled Newton’s Dragster Challenge Design Brief. Review

the Design Brief in detail with the students.

b. Introduce the Design Process Guide to students. Explain that they will use the Design Process

Guide to direct their activities while working on the Newton’s Dragster Challenge.

c. Students will demonstrate their understanding of the Newton’s Dragster Challenge by completing

the first page of the Design Process Guide. Review each team’s responses to ensure they clearly

understand the challenge and the criteria before allowing the team to continue.

d. Have students complete a Daily Research and Design Log sheet

NE

WT

ON

’S D

RA

GS

TE

R

back to Table of Contents



Energy, Motion & AeronauticsTM

Grades: 5 – 9 Pieces: 1430 Item #: 79621The K’NEX Education Energy, Motion & Aeronautics allows students to investigate a variety of concepts related to Newton’s Laws and aeronautics. These concepts include aeronautics as it applies to force and motion as well as the effects on individuals who work and live in space.

The teacher’s guide follows a modified version of the 5E instructional model – Engage, Explore, Explain, Elaborate, and Evaluate. Students will use the Scientific Inquiry and the Engineering Design Processes extensively throughout the lessons as they explore, create, invent, and innovate. Lessons include worksheets, key terms, design briefs, design challenges, research and design logs, and rubrics.




ENERGY MOTION ANDAERONAUTICS TM

TEACHER’S GUIDE


Parachute

Centrifuge

Balloon Car

Airplane with Controls

Key Concepts• Problem Solving and Experimentation

• Data collection, graphing and analysis Forces, Energy and Motion

• Newton’s Laws Ratios and Proportions

• The Design Process/Engineering Design Measurement

• Systems and Organization Models and Prototypes

• Testing, Evaluating and Modifying

Set Details• Builds 9 K’NEX Models, up to three at a

time!

• Supports 6 – 9 students working in teams.



Also See:• Renewable Energy – Grades 5 – 9

• Forces, Energy & Motion – Grades 5 – 9



Builds

9Models



ALIGNMENTS



15

Swing Ride

14”

16”

37”

Roller Coaster67”



Amusement Park ExperienceTM

Grades: 5 – 9 Pieces: 2264 Item #: 78990The K’NEX® Education Amusement Park Experience Set provides an opportunity to combine real-world applications with STEM concepts in a middle school classroom environment. Students will be engaged and energized as they experience the interrelationships and further their knowledge and understanding of the science, technology, engineering and math concepts associated with amusement park rides.

The Teacher’s Guide offers a teaching approach that challenges students to take an active role in constructing their own knowledge by engaging in hands-on, inquiry-based learning, and by interacting and collaborating with other students while discussing ideas and concepts, informs the activities associated with the Amusement Park set.

Half Pipe

Key Concepts• Relationship between Speed, Distance,

and Time

• Applied Mathematics

• Relationship between Mass and Speed

• Variables in an experiment

• Mass, Motion, and Energy Loss

• Transfer of energy

• Slope as a rate of change

• Displacement

• Period of a Pendulum System

• Prediction of Patterns

• Understanding Patterns, relations, and functions


• Formulate questions

• Gather, analyze, and interpret data

• Mathematics as an investigative tool

Set Details• Builds 13 Amusement Park Rides,

including 2 Roller Coasters! Builds up to 2 models at a time.

• Support 6 – 8 students working as teams.


• Aligned to Science, Technology, Engineering and Math Standards included including Common Core Mathematics and Next Generation Science Standards..

Also See:• Renewable Energy – Grades 5 – 9

• Forces, Energy & Motion – Grades 5 – 9



• Roller Coaster Physics – Grades 11 – 12

Builds

13Models



AMUSEMENT PARKEXPERIENCE

TEACHER’S GUIDE





ALIGNMENTS



16


Discover ControlTM

Grades: 2 – 6 Pieces: 336 Item #: 79014An excellent introduction to control systems that challenges students to build, control and explore a series of five K’NEX models. The Control Box enables students to control the models using motors, LEDs, and a buzzer to replicate real world machines, structures and amusement park rides. The Discover Control Software recreates the control experience for students; right on their computer screens, using a simple flowchart based programming language.

The Teacher’s Guide outlines a series of comprehensive lessons that introduce students to computer control technology, writing programs to operate models, and rigorous content in science, technology, engineering, and mathematics. Science process skills, the engineering design process, the core concepts of technology, science inquiry, and the role of invention and innovation in technology are emphasized throughout the lessons.

Tramcar

*Computer not included.

Builds

5Models

BUILD, PROGRAM AND CONTROL K’NEX

MODELS

Double Ferris Wheel

Swing Ride


17




Key Concepts:• Linear thinking and programming

• Critical Thinking & Problem Solving

• Use logical and sequential thinking to design programs

• Forces & Motion

• Design and alter machine operations to meet stated needs

• Systems and Organization

• Design Process/Engineering Design Process

• Troubleshooting

• Patterns and Representations

• Order objects and extend patterns

• Optimization

• Communicate Mathematical thinking

Set Details• Builds 5 fully-functioning replicas of real-

world machines, one at a time.


• Discover Control box and software, 2 motors, 2 LEDs, 1 Buzzer, building instructions and teacher’s guide included.


• Compatible with interactive whiteboards.

• PC Compatible.

Also See:• K’NEX Computer Control – Grades 3 – 5

• STEM Explorations – Grades 5 – 9

SOFTWARE CD INCLUDED

Spinning Carpet Ride

Discover ControlTM

(continued)

Grades: 2 – 4 Pieces: 336 Item #: 79014

1 K’NEX Control Box

2 Motors

2 LEDs

1 Buzzer

19888-ABC-KNEX

Learning Tasks:

Complete these learning tasks using both the Swing Ride SCE on the computer and the K’NEX Swing Ride

model and Control Box. (Teacher Note: Encourage students to complete these learning tasks using the Swing Ride SCE on the

computer before they program the Control Box to operate the K’NEX model.)

Write programs to make the K’NEX Swing Ride complete the tasks below.

1. * Write a program for the Control Box to make

the Swing Ride change direction three times.

Allow the Control Box to repeat your program

several times. (Science and Technology)

2. * Write a program for the Control Box to make

the model:

a. Change direction three times and spin for

10 seconds in each direction,

b. Stop for five seconds between direction

changes.

c. Repeat your program several times.

(Science, Technology, and Mathematics)

3. * * Write a program for the Control Box to add

the LED and Buzzer to improve the safety of

the ride for the riders and observers. Your

team may decide how the ride will operate.

Allow the Control Box to repeat your

program several times. (Science, Technology, and Engineering)

SW

ING

RID

E

Challenge Activities:

Keep daily notes in your STEM Journal and include all of the programs you write.

(Teacher Note: Remind students that the output devices may need to be plugged into different locations

on the Control Box for Challenge Activities.)

1. ** Write a single program for the Control Box so:

a. The LED shines red when the ride is

moving clockwise.

b. The LED shines green when the ride is

moving counterclockwise.

c. Allow the Control Box to repeat your

program several times. (Hint: you may need to plug the LED into a

different location on the Control Box and

remove the buzzer.) (Science and Technology)

2. * Determine the speed of the K’NEX Swing

Ride in revolutions per minute (rpm). In other

words, how many times does the ride spin in

one minute? (Science and Mathematics)

3. ** Find the average speed of the K’NEX Swing

Ride in revolutions per minute (rpm) for a

total of four (4), one-minute trials.

a. Collect the data and design a data chart

to display the data.

b. Find the average of the four (4) sets of data.

c. Show all calculations in your STEM Journal.

d. Be prepared to explain your experimental

strategy and to demonstrate how you

arrived at your answer. (Note: You may place a masking tape flag

on one seat of the ride to make counting

easier.) (Science and Mathematics)

4. * Operate the ride for several minutes as you

observe the motion of the seats. Start and stop

the ride several times:

a. What do you observe about the seats when

the ride speeds up?

b. What do you observe about the seats as the

ride moves at a constant speed?

c. What do you observe about the seats when

the ride slows?

d. Provide one or more explanations for what

you observed. (Science, Technology, Engineering and

Mathematics)




ALIGNMENTS



18

Oscillating Fan


K’NEX Computer ControlTM

Grades: 4 – 6 Pieces: 699 Item #: 79018Using the K’NEX Computer Control set, students will assume the role of teams of designers working for an Engineering Design firm. Over the course of the lessons students take on five major projects. The projects each include construction, design, redesign, programming, linear programming challenges, branched logic and programming challenges as well as determining the individual and combined costs of the projects, This is truly an integrated approach to STEM education in the classroom.

This Teacher’s Guide outlines a series of 5 comprehensive lessons that introduce students to computer control technology, writing programs to operate models, and rigorous content in science, technology, engineering, and mathematics. The objectives for each lesson highlight what students will learn and the processes they will use to meet those objectives. Science process skills, the engineering design process, the core concepts of technology, science inquiry, and the role of invention and innovation in technology are emphasized throughout the lessons.

Builds

5Models


Elevator


MODELS

Sliding Door


19





Key Concepts:• Exploratory and Discovery Learning

• Active engagement to find solutions




• Forces, Energy & Motion



• Sequential thinking and patterns

• Invention and Innovation

• Troubleshooting and Optimization

• Testing, evaluating and modifying




• K’NEX Interface and Computer Control Software, 2 motors, 3 LEDs, 1 Buzzer, 2 Push Button Switches, 2 Reed Switch, 4 Magnets, building instructions and a teacher’s guide included.



• PC Compatible.

Also See:• Discover Control – Grades 2 – 4• STEM Explorations – Grades 5 – 9

16 www.knexeducation.com

Learning Tasks:

Complete these learning tasks using both the K’NEX Oscillating Fan SCE on the computer, the K’NEX

model, and the K’NEX Interface.

(Teacher Note: Encourage students to complete these learning tasks using the K’NEX Oscillating Fan SCE

before they program the computer to operate the model with the K’NEX Computer Control Interface.)

Program the Oscillating Fan model so that it will operate automatically to cool a room and keep people

comfortable.

1. * Write a program that makes the model

oscillate (slow the oscillation motor to 20%

power) as the blades spin when the push

button is pressed. (Science and Technology)

2. * Edit the program to stop the fan when the push

button is pressed a second time. Include a loop

in the program so that the fan can be turned on

and off over and over again.

(Science and Technology)

3. * Edit the program so the LED shines green

while the fan is spinning. (Science and Technology)

Challenge Activities:

As you move through the Challenge Activities listed below, you may have to change the location of some

of the components or add additional components to the K’NEX Interface. Part of the learning process is

understanding when, where and how to make those changes.

1. * Complete some research related to fans

before continuing with the project. Use the

following questions to guide your research

and report all of your findings in your STEM

Journal.

a. What is the purpose of a fan?

b. What are the different parts of a fan?

c. What are some of the different types of

fans?

d. Why do you feel cool when a fan blows

air over your skin? (Teacher Note: Student performance on

this Challenge Activity will be partially

dependent on the grade and ability

level of your students. Assess students

accordingly.) (Science, Technology, and

Engineering)

2. * Determine the speed of the K’NEX Oscillating

Fan’s blades in revolutions per minute (rpm).

In other words, how many times do the

blades spin in one minute?

(Science and Mathematics)

3. ** Determine the average number of times

the blades turn in one minute. Express this

number as a speed with proper units. Run

four trials as you collect your data. Present

your data in a table and calculate the

average speed of the fan blades.

(Science and Mathematics)

4. ** Redesign the blades to move air as they

spin. Cover the blades of the fan using

paper and tape. Run the fan to see if you

can feel air moving in front of the blades

or behind the blades. If not, redesign the

blades so that a breeze is produced in front

of the blades as the fan runs. Experiment to

see if further design changes will produce a

stronger breeze. (Science, Technology, Engineering)

5. ** Change the gear ratio of the model and

report the effect on the operation of the

fan. Determine the gear ratio of the gear

system on the fan. Switch the red and blue

gears on the model. Does the fan operate

differently when you run it after the blades

have been changed? Describe the difference

in operation. Determine the speed of the

blades with the new gear configuration (four

trials and a computed average). Is the fan

now geared up or geared down? Support

your answer with data from the experiment


Super Spinner Ride

K’NEX Computer ControlTM

(continued)


2 Motors

3 LEDs

1 Buzzer

2 Push Buttons

1 K’NEX Interface

2 Reed Switches

4 Magnets



ALIGNMENTS



20

STEM ExplorationsTM

Grades: 5 – 9 Pieces: 822 Item #: 79118Using the K’NEX Computer Control Software, the Computer Control Interface, input/output devices, motors, and K’NEX Rods & Connectors, students will experience problem solving in design and automation using programming, construction techniques, and devices to help them understand how to program and operate computer controlled devices.

The teacher’s guide and lessons help to guide students as they learn modeling and apply integrated process skills. Following the basic process of scientific inquiry and engineering design, students are given a specific problem, ask questions and conduct research using fair and consistent testing procedures, chart and analyze their data, refine solutions through feedback from their designs, and communicate their results.


Builds

9Models


Crane

Spin Ride

Car


MODELS


21


Key Concepts• Exploratory and Discovery Learning

• Active engagement to find solutions




• Forces, Energy & Motion



• Sequential thinking and patterns

• Invention and Innovation

• Troubleshooting and Optimization

• Testing, evaluating and modifying




• K’NEX Interface and Computer Control Software, 2 motors, 3 LEDs, 1 Buzzer, 2 Push Button Switches, 2 Reed Switch, 4 Magnets, building instructions and a teacher’s guide included.



• PC Compatible.

Also See:• Discover Control – Grades 2 – 4• K’NEX Computer Control – Grades 4 – 6

KnexEducation.com

90

If Gear A has the motor attached to it and is driving Gear B, it is considered geared down since the

driven gear is rotating ½ as much as the driving gear. In the past two lessons we discussed mechanical

advantage in simple machines. If the system is geared up, the driven gear will spin twice as fast as the

driving gear, but output force is cut in half. If the system is geared down, speed is reduced, but force is

doubled.

Since gears use teeth to keep from slipping, we will actually count teeth rather than use diameters to

determine ratios. This also prevents inaccuracies due to minor differences in diameters. Here are some

sample gear ratio examples that can be discussed with the students:

Ratio = # of teeth on larger gear / # of teeth on smaller gear : 1

Gear B = 20 teeth

Gear A = 10 teeth

Ratio = 20 T / 10 T : 1

Ratio = 2:1, geared down

With Gear A as the input, or driving gear, Gear B will spin

half as fast, but provide two times the input force.

Gear B = 20 teeth

Gear A = 5 teeth

Ratio = 20 T / 5 T : 1

Ratio = 4:1, geared up

With Gear B as the input, or driving gear, Gear A will spin

four times faster than Gear B, but will only provide 1/4 of

the input force.

Gear B = 30 teeth

Gear A = 10 teeth

Ratio = 30 T / 10 T : 1

Ratio = 3:1, geared down

With Gear A as the input, or driving gear, Gear B will spin

1/3 as fast, but provide three times the input force.

Gear B = 15 teeth

Gear A = 10 teeth

Ratio = 15 T / 10 T : 1

Ratio = 1.5:1, geared up

With Gear B as the input, or driving gear, Gear A will spin

1.5 times faster than Gear B, but will only provide 2/3 of

the input force.


Toll Gate

2 Motors

3 LEDs

1 Buzzer

2 Push Buttons

1 K’NEX Interface

2 Reed Switches

4 Magnets



NEW!STEM ExplorationsTM

(continued)




ALIGNMENTS



22

Double Hill Ramp System

73”

Ramp with Circular loop

27”

30”

Roller Coaster

40”

67”

MATH & GEOMETRY

Roller Coaster PhysicsTM

Grades: 10 – 12 Pieces: 2039 Item #: 78880This set is designed to help students as they design and conduct scientific investigations, identify variables of the problem and select appropriate independent and dependent variables for investigations. They will determine the steps necessary to control a variable, observe and record the response, and interpret the results. They will measure, record, and analyze the data for patterns, construct scatter plots or histograms as a graphic representation of the data, and mathematically interpret those graphs.

The Teacher’s Guide offers nine lab exercises that outline ways to use the models to study physics, and in particular mechanics. The studies adopt a hands-on, student-inquiry based approach.

Key Concepts• Measurement in 3-D (Trigonometry)

• Time-of Flight

• Uniform Acceleration

• Designing Experiments

• Elastic Collisions in 2-Dimensions

• Projectile Motion

• Centripetal Force and Acceleration

• Centripetal Force in a Vertical Direction

• Weightiness and Weightlessness

• The Physics of the Clothoid Loop

• Collecting, Charting, and reporting experimental results

Set Details• Builds 11 roller coasters, inclined planes,

and loop systems. Builds up to two lab stations at a time.




Also See:• Amusement Park Experience –

Grades 5 – 9

Builds

11Models




ROLLER COASTERPHYSICSTEACHER’S GUIDE




ALIGNMENTS



23

MATH & GEOMETRY

DNA, Replication & TranscriptionTM

Grades: 5 – 12 Pieces: 521 Item #: 78780The set is designed to aid in teaching the structure and function of the nucleic acid molecules that make up DNA (deoxyribonucleic acids) and RNA (ribonucleic acids).

The Teacher’s Guide provides lessons designed to take students through three instructional modules:

I. DNA Structure

II. Replication & Transcription

III. Coding, Translation, and Mutations

Excellent demonstration tool at the elementary school level. The curriculum is aligned to National Science Education standards for grades 5 – 12.

#96391



TEACHER’S GUIDEDNA, REPLICATION &

TR

ANSCRIPTION SET


Replication Fork

Helix on stand

mRNA Strand


TM

Key Concepts• Molecular basis of heredity

• Chemistry of DNA

• DNA Structure

• The Double Helix

• Enzymatic Control of DNA Processes

• Semi conservative Replication of DNA

• Transcription and mRNA Production

• Translation of the DNA Code

• Deletion, Substitution, and Insertion Mutations

• Nuclear and Cytoplasmic Processes of DNA

Set Details• Builds 19 DNA and mRNA models, up to

two at a time!



• Aligned to National Standards including Next Generation Science Standards.

Builds

19Models



ALIGNMENTS



24

line

Teacher’s Notes: There may

be different sizes of many of

the same figures represented

in the children’s drawings.

These drawings can beused at a later time when

you classify figures andwhen you discuss congruence

and similarity.

square

t-squareIntro

duction

3. Once the shapes are recorded, the students can start to

identify them. They may draw on their past experience for the

names, but be prepared to help students identify some of the

shapes they have constructed. The students will then label

their drawings.

4. You may want to introduce the vocabulary cards at this

time, along with the journal. Alternatively, because this is an

introductory lesson, you may want to save these for another time.

5. Review the shapes that the students may have collectively

constructed and identified. The following shapes can be made

from the Connectors and Rods: triangle, square, rectangle,

rhombus, parallelogram, trapezoid, quadrilateral, pentagon,

hexagon, and octagon.

rectangle

shapes

7www.knexeduca t ion .com

MATH & GEOMETRY

Elementary Math & GeometryTM

Grades: 1 – 3 Pieces: 142 Item #: 78720The Elementary Math & Geometry set allows students to build, investigate and explore geometry concepts, vocabulary, and structures in a 2-D and 3-D world. The students live in a 3-D world, so it makes sense for them to connect with geometry on a 3-D level. K’NEX allows them do just that!

The teacher’s guide, designed as a resource, provides a glossary of key terms and definitions and includes Vocabulary Card masters to support instruction and understanding. The activities are standards based and designed around best practices in mathematics instruction. They build upon one another as they lead students towards a greater understanding of mathematics and geometric concepts.

Key Concepts• Line, Segment and Ray

• 2-D Geometry

• 3-D Geometry

• Patterns

• Fractions

• Symmetry

• Geometry Vocabulary

• Transformations

• Spatial Reasoning

Research has shown that the use of manipulatives to develop mathematics concepts has many benefits. It allows students to improve their conceptual understanding, achievement and problem solving skills; it encourages student reflections on retaining the information; it promotes a positive attitude toward mathematics; and it develops more self-confidence in students.

Set Details• Builds 38 K’NEX Math models, one at a

time.

• Support 3 – 4 students working as a team.


• Teacher’s guide aligned to National standards and Common Core Mathematics.

Also See:• Intermediate Math & Geometry –

Grades 4 – 6

• Middle School Math – Grades 5 – 9

Builds

38Models

Segment

Square Pyramid

Ray

Line

Quadrilateral

Rectangular Prism

Fractions/Percents

#96391



TEACHER’S GUIDEELEMENTARY MATH

& GEOMETRY





ALIGNMENTS



25

35KnexEducation.com

B – Development (including discussion

points and feedback):

1. Instruct students to place all the rectangles that their

group has constructed on a single sheet of chart paper.

2. Ask students to work as a group to transfer all of

their polygons to the paper using pencils or crayons

and rulers. Students should use a blue crayon/pencil

to draw the blue rods and a red crayon/pencil to

draw the red rods.

CAUTION FOR STUDENTS:

Complete the drawing of each polygon before

moving on to the next. It is very easy to make

drawing errors when facing a sheet of 20 or 30

vertices [points] and not being able to remember

which ones go with which rectangle.

3. Instruct students to discuss the area of each model

and to use a pencil or possibly a blue square model

to determine the area of the rectangles they have

created. List the number of blue squares in each

model to the side of the shape.

4. Use a round-robin-response format and ask groups

to hold up one of their polygons and to describe

its area orally.

TEACHER NOTES:

Reinforce students’ oral information by sketching

each figure and writing the student’s response on

the chalk board or white board.

5. Ask the other groups to verify their understanding of

the information provided by each group.

6. Continue taking responses from the various groups

until you are confi dent that students are providing

informed responses that demonstrate both an

understanding of area and a proper description of

area values expressed in blue squares.

7. When students seem comfortable with this activity,

provide them with the area of a rectangle and

see if they are able to build a rectangle to match

the given area. This requires that students transfer

what they have learned and practiced to a new

learning situation. The ability to successfully complete

these activities will provide very useful diagnostic

data that you can use to determine the level of

your students’ understanding.

8. Here are suggested areas (with answers) that you

can provide to the students when you ask them to

make a model that matches the given information.

Possible Questions and Answers:

• Area = 4 blue squares (multiple answers)

- 1 red square

- 1 rectangle with two b sides and two sides of 2r

• Area = 6 blue squares

- 1 rectangle with two sides of r and two sides of r + b

- 1 rectangle with two sides of b and

two sides of 3r

• Area = 8 blue squares

- 1 rectangle with two sides of r and

two sides of 2r

- 1 rectangle with two sides of b and

two sides of 4r

Let your imagination and the skill level of your

students determine any other appropriate area

challenges to use.

9. Provide area challenges of irregular polygons for

students to solve.

• Find the area of the L - shaped polygon in blue

squares (on page 13 of the Instructions Booklet):

- Solution: A = 3b 2

• Find the area of the L - shaped polygon in blue


- Solution: A = 4b 2

• Find the area of the cross-shaped polygon in white


- Solution: A = 5w 2

Ask each group to make models of three different

fi gures that have an area of 9 blue squares. These

fi gures may be either rectangles or irregular polygons.

Instruct students to transfer the models to paper

and show the area for each by drawing in the 9 blue

squares using a blue crayon or blue pencil.

TEACHER NOTES:

Based on the abilities that your students

demonstrate, you may use all of the challenges

above or you may select individual challenges

for your students. You may also choose to use some

of these challenges for performance assessment

questions on a quiz or test.

10. Ask students to construct the model of the concave

hexagon on page 13 of the Instructions Booklet.

Challenge the students to see if they can discover a

way that they can fi nd the area of that shape in blue

squares. Provide ample time for them to explore and

move about the groups to provide encouragement.

• If students experience diffi culty with the challenge,

ask them if there are any rods in the shape that

they can replace with blue rods.

- Yes! The red rods can be replaced by 2

blue rods with a connector in between.

• Also, is it possible to place blue rods in the shape

to break it down into smaller units?

- Yes, 2 blue rods and 1 connector can be

used to connect the green connectors that

form two of the vertices.

• A bit more experimentation should help students

to see that they can fi ll the shape in with either:

- 8 triangles that are ½ blue squares each

or

LESSON 9 Area Concepts: Polygons

MATH & GEOMETRY

Intermediate Math & GeometryTM

Grades: 4 – 6 Pieces: 920 Item #: 79028AThe Intermediate Math & Geometry set is designed to address critical mathematics concepts in the upper elementary school classroom and provide instructional models that will enhance students’ understanding of important concepts and algorithms.

K’NEX® Rods and Connectors and the included teacher’s guide allow you to easily and effectively offer students a program of study that uses hands-on exploration in conjunction with an engaging inquiry-based approach to learning. Students work cooperatively and are encouraged to interact with each other as they build, investigate, discuss and evaluate mathematical concepts, ideas and models.

Key Concepts• 2-D Geometry

• 3-D Geometry

• Congruence

• Similarity

• Sequencing and Patterning

• Transformations

• Symmetry

• Translations

• Rotational Symmetry in 3-D

• Reflections

• Money

• Rotations

• Estimation

• Perimeter

Research has shown that the use of manipulatives to develop mathematics concepts has many benefits. It allows students to improve their conceptual understanding, achievement and problem solving skills; it encourages student reflections on retaining the information; it promotes a positive attitude toward mathematics; and it develops more self-confidence in students.

Set Details• Builds 95 K’NEX Math and Geometry

models. Builds up to four models simultaneously.

• Support 8 – 16 students working as teams.


• Teacher’s guide aligned to National Standards and Common Core Mathematics.

Also See:• Elementary Math: Geometry –

Grades 1 – 3

• Middle School Math – Grades 5 – 9

Builds

95Models

Teacher’s Guide

©2009 K’NEX Limited Partnership GroupP.O. Box 700Hatfield, PA 19440-0700


#779028A

INTERMEDIATE MATH& GEOMETRYTM

Education™



Pentagonal Prism

Hexagonal Prism

Equilateral Triangle

Octahedron

Concave Pentagon



ALIGNMENTS



26

MATH & GEOMETRY


Oblique Rectangular Prism

Volume Challenge

Area Challenge

Sierpinski Triangle

Middle School MathTM

Grades: 5 – 9 Pieces: 1245 Item #: 79025 The K’NEX® Middle School Math & Geometry set is designed to address critical mathematics concepts in the middle school classroom and to provide instructional models that will enhance students’ understanding of important concepts and algorithms.

With direction provided by the teacher’s guide and the materials provided in this set you will be able to offer students a program of study that uses hands-on exploration in conjunction with an inquiry-based approach to learning. The guide also includes additional information that teachers will find to be invaluable as they seek to motivate students to explore, experience and learn mathematics.

Teacher’s Guide

©2009 K’NEX Limited Partnership GroupP.O. Box 700Hatfield, PA 19440-0700


#779025

MIDDLE SCHOOLMATHTM

Education™


Key Concepts• Congruence and Similarity

• Polyhedra and Euler’s Formula

• Pascal’s Triangle

• Surface Area and Volume

• Fractions and Integers

• Polynomials

• Linear Patterns and Equations

• Sierpinski Triangles

Set Details• Builds 115 Math & Geometry models

using K’NEX®! Builds up to four models simultaneously.



• Teacher’s guide aligned to National Standards and Common Core Mathematics included.

Also See:• Elementary Math & Geometry –

Grades 1 – 3

• Intermediate Math & Geometry – Grades 4 – 6

Builds

115Models

Fractions/Percents



ALIGNMENTS



27

LEARNING THROUGH PLAY

* KID K’NEX® Organisms and LifecyclesTM

Grades: Pre-K to 2nd Grade Pieces: 198 Item #: 79580• Perfect for young builders. Set includes 8 two-sided

1:1 correspondence building cards

• Includes 198 KID K’NEX Rods and Connectors and fins, tentacles, beaks and eyes.

• Supports 14+ students building simultaneously.

• The perfect addition to support science, nature, life cycle, or creature curricular needs.

*Requires Section 105 WARNING on Web Advertising: WARNING: CHOKING HAZARD - SMALL PARTS. Not for children under 3 years.

Mouse

SnakeBird

Dragonfly

Spider

Ant

Flower

1:1 CORRESPONDENCE CARDS

Builds

18Models


28


* KID K’NEX® TransportationTM

Grades: Pre-K to 2nd Grade Pieces: 229 Item #: 78830• Encourage students to build and learn with

KID K’NEX. Models are easily assembled and stay together during play.

• Includes 229 KID K’NEX Rods, Connectors and Wheels plus building cards.

• Build 13 models, up to 9 simultaneously.

• The perfect addition to support a unit on transportation.

Helicopter

Dune Buggy

Sailboat

TM

Builds

13Models




29


*KID K’NEX® Group SetTM

Grades: Pre-K to 2nd Grade Pieces: 131 Item #: 78750• Perfect building experience for kids ages 3+

• Big, soft, chunky pieces can be used by children with varying manipulative skills.

• Includes 131 KID K’NEX parts, including eyes, ears/wings.

• Builds 8 models, 4 at a time! Includes 1:1 correspondence cards.

* KID K’NEX® Classroom CollectionTM

Grades: Pre-K to 2nd Grade Pieces: 267 Item #: 78690A• Perfect well-rounded building and playing experience

for kids ages 3+

• Includes 267 KID K’NEX Rods, Connectors and Blocks.

• Builds 23 models, up to 8 at a time. Includes 1:1 correspondence cards.

• Reinforces color and shape recognition, sorting and patterning, problem solving skills

Caterpillar

Butterfly

Patterning

TriangleElephant

Lamb Firefly

Dog

Spider


1:1 CORRESPONDENCE

CARDS

Builds

23Models

Builds

8Models



30

SPATIAL BUILDING

K-8 Construction SetTM

Grades: 1+ Pieces: 1313 Item #: 79818• Builds 80 models of varying difficulty. Multiple models

can be built simultaneously.

• Includes spring motor and battery motor.


• Packaged in a strong storage tub with snap-on lid.


Race Car

Helicopter

Ferris Wheel

Builds

80Models


Motor PackGrades: 1+ Pieces: 2 Motors Item #: 78910• 2 Battery Motors (AA batteries not included)

• Use to motorize your K’NEX creations. Perfect addition to any K’NEX Education set.

For downloadable lesson plans and State and National standard alignments visit www.knexeducation.com

Education

Education

©2014 K’NEX Limited Partnership Group P.O. Box 700 Hatfield, PA 19440-0700

e-mail [email protected] for extra brochures and information

K’NEX and KID K’NEX are Registered Trademarks of K’NEX Limited Partnership Group

888-ABC-KNEX www.knexeducation.com

Part # 93069


Documents

Knex education catalog 2014