Hello and welcome to today's lesson from the unit, Forces Including Simple Machines.

Today's lesson is called Design and Development of Machines.

By the end of today's lesson, you'll be able to describe how scientists and engineers collaborate, communicate, challenge each other's ideas, and problem-solve together.

Hello, my name's Mr. Lallen and I can't wait to learn science with you today.

I know if you concentrate and work hard, you're going to be amazing learning superstars.

So let's get started.

Before we start the lesson, let's have a look at some of the keywords; collaborate, communicate, challenge, problem-solving, resilient.

Have a think about the words.

Have you seen them before? What do you think they mean? Have a think.

Let's look at the meaning of the keywords now.

When you collaborate with someone, it means that you work with them.

To communicate is to share your ideas and plans through writing or talking, and could include using photographs, charts, diagrams, and videos.

A challenge is something difficult that requires effort to do or overcome.

Problem-solving is working to find solutions to problems. If you are resilient, you are able to cope with challenges without giving up.

Today's lesson is split into three parts.

The first part is engineers and scientists work together.

The second part is called an example of collaboration.

The third part is engineering simple machines.

Let's look at the first part now.

Engineers and scientists work together.

Scientists and engineers collaborate to solve problems. If you collaborate with someone, it means that you work with them.

Collaboration means that people are working on different parts of the same problem and trying to come up with a solution as a team.

And look, there's a picture of people collaborating together on a building project.

Can you think of a time when you've had to collaborate with someone at school? I'm sure you do it lots every day.

Have a think and talk to a partner.

When have you had to collaborate with somebody? When they collaborate on a project, scientists and engineers have different roles.

And look, there's a picture of a scientist and an engineer, but they do different things in the project.

Scientists carry out research to learn how the world works.

Engineers design and create things to help us live in the world.

Engineers rely on information from scientists to help them create effective designs.

Scientists and engineers need to understand their roles within a project to make sure it runs smoothly.

Their roles vary depending on the project.

Sometimes scientists carry out investigations that allow engineers to design something effectively.

They collaborate by sharing their test results and conclusions with engineers who use the information to help with the design of new products and equipment.

And look, here are some examples.

Scientists investigate the properties of materials so that engineers can choose the strongest one for building bridges.

Scientists investigate how human bones and muscles work to help engineers design artificial limbs.

Scientists investigate electricity to help engineers design new ways to generate it.

So both scientists and engineers are really important when we're thinking of making new things.

Sometimes engineers design and create equipment to allow scientists to carry out their research effectively.

For example, engineers design and build the machines used to explore and collect samples from the seabed.

And look, there's a picture of a machine used to sample the seabed.

These samples are collected so that scientists can carry out investigations on them.

So the engineers have helped build the machine that samples the seabed, and then the scientists test what the machine has found.

Let's test your understanding now.

When scientists and engineers work together to solve a problem, what does the scientists do? A, research, carry out tests, and make conclusions or B, design and create a model of the new product.

Stop the video now and have a think.

Let's have a look at the answer.

When scientists and engineers work together to solve a problem, what does the scientists do? They research, carry out tests and make conclusions.

If you collaborate with someone, what does it mean? A, you work separately, B, you work together, or C, you have to work in the same building.

Have a think.

What does collaborate mean? Let's look at the answer now.

If you collaborate with someone, what does it mean? It means you work together.

Collaborating is really important and scientists and engineers do that a lot.

Well done scientists.

Let's look at task A now.

Andeep, Sophia and Alex are discussing how scientists and engineers design and develop machines.

Andeep says, "I think scientists start the projects.

They do research, and then designers use their results to help make the designs." Sophia says, "Engineers start the projects.

They design and build first to help scientists carry out the research." Alex says, "It depends on the project.

Sometimes scientist's work comes first and sometimes the engineer's work comes first." What do you think? And who do you agree with? Explain why and give examples to a partner.

Stop the video now and have a think.

Did you get it? Let's have a look at the answer.

Alex is correct with his ideas about how scientists and engineers design and develop machines.

Remember, he says "It depends on the project.

Sometimes scientists' work comes first and sometimes engineers' work comes first." He went on further to explain, sometimes scientists carry out investigations first, and the results allow engineers to design something effectively.

But sometimes engineers design and create equipment first to allow scientists to carry out their research effectively.

For this next part of task A, you'll need the cards with these statements on them.

What do each of these tasks involve? And would they be done by a scientist or engineer? So you've got five statements here.

Let's read through them together and decide whether they'd be done by a scientist or an engineer.

The first one says, test a range of materials to measure their strength.

The second one says, use test results on how easily shampoo flows through pipelines of different materials to help you design and build new ones.

Third card says, use test results on the strength of materials to build a bridge.

The fourth card says, find a new ingredient to go into shampoo.

And the last one says, design and build huge pipelines and tanks to transport lots of shampoo.

What you need to do is collaborate in pairs.

Sort the cards provided into two groups, whether you think they would be done by a scientist or an engineer.

Stop the video now and have a go.

Did you get it? Let's go through some answers.

So remember, you were sorting those cards depending on whether you thought they would be done by a scientist or an engineer.

These are the tasks that will be done by a scientist.

Test a range of materials to measure their strength and find a new ingredient to go into shampoo.

They're likely to involve comparative and fair testing.

So the other jobs were things that would be done by engineers, like using test results on strength of materials to build a bridge, to design and build huge pipelines and tanks to make lots of shampoo, and to use test results on how easily shampoo flows through your pipelines of different materials to help you design and build new ones.

These tasks are likely to involve using the results and conclusions from investigations to help you design and make machines and processes.

Well done, scientists.

Let's look at the second part of the lesson now.

An example of collaboration.

When scientists and engineers collaborate, good quality communication is needed.

Remember, communication means talking to each other.

Both teams must understand what the other team will do and why to prevent problems. If problems arise, scientists and engineers must be resilient and try to think of solutions to the problems. They don't give up and they carry on trying to think of solutions together.

And here's an example of collaboration.

On the board is a picture of a big red planet.

Do you know what it's called? Mars.

Well, in 2010, a team of scientists and engineers collaborated on the Mars Rover project.

The scientists wanted to know if there were any signs of life on Mars.

They asked the engineers to design a machine to collect samples from Mars.

The engineers designed a machine which had a scoop to dig up samples from the surface of the planet.

Let's check your understanding now.

What did the scientists want to find out about Mars? A, is there any oxygen on Mars? B, is there any water on Mars? C, are there signs of life on Mars? Stop the video and have a think.

Let's have a look at the answer now.

What did the scientists want to find out about Mars? They wanted to find if there were any signs of life on Mars.

Did you get it? What role did the engineers have in the Mars Rover Project? A, finding out if there is life on Mars.

B, designing a machine to collect samples from Mars.

C, digging samples from the surface of Mars.

Stop the video and have a think.

Let's have a look at the answer now.

What role did the engineers have in the Mars Rover project? Designing a machine to collect samples from Mars.

Well done, scientists.

Let's go back to that example of the Mars Rover now.

The scientists wanted to investigate whether the material carbon was present on Mars.

On earth, all living things contain carbon.

And look, there's some pictures of living things.

Do you know what they are? There's a stick insect, a tree, and I think that might be some sort of bacteria.

If carbon was found on Mars, it could suggest that there might have been living things on the planet at some point.

But unfortunately there was a problem.

Do you think you know what it might be? So look, there's a picture of the Mars Rover.

The engineers designed and built a scoop on the rover that could sample Mars's soil.

But the scoop was made from a mixture of materials, and one of them was carbon.

Why would making the scoop outta carbon cause a problem? And what had gone wrong between the scientists and the engineers? Talk to a partner and have a think.

Did you think of the reason why the scoop being made of carbon might be a problem? Well, it might spoil the samples because the scientists won't know whether the carbon comes from the scoop or from the soil.

When challenges like this happen, the teams involved have to be resilient and good at problem-solving.

What could the engineers do to sort the problem? Have a think.

Let's check your understanding now.

Scientists and engineers need to communicate well to prevent, from happening.

What goes in that gap? A, solutions, B, problems or C results? Stop the video now and have a think.

Shall we look at the answer? Scientists and engineers need to communicate well to prevent problems from happening.

If they don't communicate well, then they might run into a lot of problems. So let's have a look at task B now.

I want you to imagine you're a scientist on the Mars Rover project.

You've realised that the engineers have designed a scoop that contains carbon.

And this is a problem because we don't know whether the samples that they take from Mars might be spoiled by the scoop.

What I want you to do is to write a note to the engineers to share what you are looking for on Mars to explain what needs changing with the current scoop design.

And to suggest a solution.

You're going to have to use those wonderful communication skills to be excellent scientists.

Take some time now and write a note to the engineers.

Did you communicate to the engineers what the problem was and how you could solve it? Let's have a look at an example.

Here is a message a scientist has written.

"Thanks for your design for the scoop.

We want the scoop to collect soil, which we will analyse to see if it contains carbon.

We are looking for carbon as it suggests living things might once have been on Mars.

Unfortunately, the scoop in the design is partly made of carbon, which means that we won't know if carbon in the sample comes from the scoop or the soil.

Could the scoop be made from a different material?" Yours might have looked a bit different, and you might have used diagrams to explain.

Great work, scientists.

Let's look at the third part of the lesson now.

Engineering simple machines.

Engineers in ancient times used simple machines when problem solving during the creation of buildings and structures.

They used wedges to cut stone from quarries and to cut down trees.

And look, here's a picture of a man using a lever to move a block.

That might have been really helpful to lift the heavy blocks and to make big buildings.

Modern scientists and engineers sometimes collaborate to combine two or more simple machines to make more complex machines.

Here's a picture of some cranes.

Cranes and tow trucks combine levers and pulleys.

And look, there's a picture of a car jack.

A car Jack is a tool that's used to lift the car so you can change the tyre.

Carjacks combine levers and screws.

They're really useful.

Let's check your understanding now.

What simple machine has been used on this window blind to provide a solution for quickly blocking out light? A, a lever, B, a pulley, or C, a gear.

Stop the video and have a think.

Let's look at the answer now.

What simple machine has been used on this window blind to provide a solution for quickly blocking out light.

It's a pulley.

There's a pulley on the window blind so that you can pull the blind up and down.

And here's another example.

What simple machine has provided a solution for opening a paint tin? A, a lever, B, a pulley, or C, a gear.

Stop the video and have a think.

What simple machine has provided a solution for opening a painting? A lever, the screwdriver acts as a lever to open the tin.

Great work, scientists.

So let's move on to the final task now, task C.

I want you to imagine that you are a scientist that will carry out research for an engineering company.

You've received these instructions.

Our engineers need you to find the best material for a lever in a recycling facility.

And look, there's a picture of a recycling facility.

What you need to do is find the best material for a lever in the recycling facility.

You need to ensure that the lever can lift a 300 gramme mass and that the material is not magnetic.

Plan an investigation to provide the engineers with solutions.

So in small groups, you need to discuss what you could do, what you could measure, and which variables you could control.

You need to create a plan, including a labelled diagram.

This will involve all those skills that we learned about previously in the lesson.

Communication, being resilient and problem-solving.

You'll need to work together to come up with your solution.

Have fun scientists.

Did you have fun? Did you think of a solution? Well, here's an example of a solution that Andeep came up with.

Andeep used a 300 gramme mask taped to the spoon.

He used the desk and a rubber as the pivot.

He used a spoon as the lever, and he's got a force metre here tied to the spoon with an elastic band.

And here's Andeep's plan for the test.

He says, "We will use dessert spoons made from different materials as levers." The first thing he will do is test whether the spoon is attracted to a magnet or not.

Because remember, we had to have the material not being magnetic.

He's going to tape a 300 gramme mass the scoop at the end of the spoon.

Then he's going to wrap an elastic band around the handle of the spoon.

He'll use a rubber as a pivot near the edge of the desk and place the spoon so the mass is next to the pivot and the end of the handle hangs over the edge of the desk.

He's going to hook a force metre into the elastic band and gently pull it downwards until the lever lifts the mass.

Then he's going to record the force needed.

Each time he does the test, he's going to keep all the variables the same except for the spoon.

He's going to test the spoons made of plastic, bamboo, and stiff cardboard.

Which one do you think will make the best lever? Let's have a look at what we've learned in today's lesson.

Scientists and engineers collaborate to solve problems. Scientists and engineers need to understand their roles in a project to make sure it runs smoothly.

When scientists and engineers collaborate, good quality communication is needed.

Both teams must understand what the other team will do and why to prevent problems. If problems arise, scientists and engineers must be resilient and try to think of solutions to the problems. You've worked so hard in today's lesson, scientists, well done.