Grade 5 · Tinkercad · Lesson 50

Wheel-and-Axle Vehicle

Tune wheel diameter, axle fit, alignment, and mass for straight travel.

Time2–3 × 60 minutes + adult printingTeamsTeams of 2–3EquipmentTinkercad + Bambu P1S fleet

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Finished student example for Wheel-and-Axle Vehicle
01Finished project
Close construction and materials view for Wheel-and-Axle Vehicle
02Construction detail
Students testing and recording results for Wheel-and-Axle Vehicle
03Student testing

Student directions · Grade 5

What will you make and do?

You will make a gravity-powered vehicle using printed wheels, hubs or spacers with a simple chassis. It should roll straight from a gentle ramp release.

Teacher overview: Students will plan the specific object described below, make and test a first version, then use their results to improve it. Read one step together, demonstrate the unfamiliar action, and let students complete that step before moving on.

  1. 1Plan your project

    Draw the chassis from above and the wheel from the side. Measure the approved axle and mark where guides and spacers will keep wheels clear.

  2. 2Make the first parts

    In Tinkercad, align an axle hole at the center of one wheel. Make a small fit ring, choose the tested gap and duplicate matching wheels.

  3. 3Put it together

    Build a cardboard chassis with parallel axle guides. Fit wheels and spacers so the wheels turn without rubbing; ask an adult to handle print removal.

  4. 4Test it fairly

    Release from the same ramp mark without pushing for five trials. Measure travel distance and sideways drift.

  5. 5Improve one part

    Change only axle alignment, one spacer size or another single feature. Repeat five trials with the same ramp.

  6. 6Show and turn in

    Show the rolling vehicle, measured wheel/axle sketch and a distance-and-drift table supporting your revision.

How will you know it works?

  • Rolls from gravity alone
  • Travels mostly straight
  • Printed parts remain secure through five trials

Before you move on

Explain which measurement, input or design choice you are testing. Predict the result and record what stays the same so your comparison is fair.

Machine cutting, printer setup and electrical power-on require adult approval. A basic-materials model is a valid way to demonstrate the design when equipment is unavailable.

Keep your plan, test notes and before-and-after evidence with the printable design brief below. Use the detailed teacher plan and any coding guide for tool instructions. These steps continue across the lesson’s meetings, not all in one sitting.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Assessed

3-5-ETS1-1

Teams define the user or purpose and set measurable size, performance, material, and print-time limits before modeling.

What students show: Problem statement, criteria, constraints, measurements, and labeled sketch.
Practiced

3-5-ETS1-2

Students sketch and compare at least two possible forms before choosing or combining features for the digital model.

What students show: Two ideas and a criteria-based design choice.
Assessed

3-5-ETS1-3

Teams use a repeatable test—release the vehicle from the same ramp height for five trials and record distance plus sideways drift—identify a failure point, revise one dimension or feature, and retest.

What students show: Test data, version comparison, and evidence-based explanation.

Materials

  • Cardboard chassis materials
  • Wooden dowels or approved axles
  • Ramp, tape measure, and drift grid
  • Rulers or calipers
  • Graph paper, pencils, cardboard, clay, and tape for prototypes
  • Computer or tablet with educator-managed Tinkercad access
  • PLA filament; teacher sets a project-specific gram and print-time budget
  • Finished test objects appropriate to the lesson

Teacher preparation

  1. Create an educator-managed Tinkercad class and assignment link; students do not enter personal information.
  2. Prepare one navigation demonstration using drag, zoom, orbit, undo, and view cube.
  3. Set the build envelope, minimum wall thickness, minimum feature size, and maximum print time for the class.
  4. Create the file rule G5_50_Team##_v1.
  5. Prepare shared build plates and an adult review queue for dimensions, orientation, stability, material use, and safe slicing.

Step by step

How to teach it

Day 1 · 0–20

Define and measure

  1. Introduce the mission: Build a small vehicle that rolls straight and far from the same gentle ramp release.
  2. Identify the user, criteria, constraints, and measurements that matter.
  3. Sketch two different solutions at approximately full size.
Day 1 · 20–60

Prototype and compare

  1. Build quick cardboard or clay versions.
  2. Compare both ideas against the shared criteria.
  3. Select or combine features and predict the likely failure point.
Day 2 · 0–15

Tinkercad skill warm-up

  1. Model a wheel with a centered axle hole using align.
  2. Duplicate identical wheels and create measured spacers or hubs.
  3. Use a fit-test ring to choose axle tolerance before final printing.
Day 2 · 15–60

Build the digital model

  1. Place the ruler and enter important dimensions instead of guessing.
  2. Use align and group to create clean, intentional geometry.
  3. Inspect from top, front, side, and underneath; name the file correctly and submit for teacher review.
Day 3

Print, test, and improve

  1. An adult slices, approves, operates printers, and removes parts.
  2. Use the same test procedure each time: release the vehicle from the same ramp height for five trials and record distance plus sideways drift.
  3. Revise one dimension or feature in a new Tinkercad version and explain the expected improvement.

Assessment

  • Problem includes a user or purpose plus measurable criteria and constraints.
  • Two sketches show meaningfully different solutions.
  • Tinkercad model uses entered dimensions and purposeful tool choices.
  • Model meets the teacher's printability and material-budget checklist.
  • Test is repeatable and the revision responds to evidence.

Supports & extensions

  • Provide a Tinkercad picture guide and a starter file containing only basic reference shapes.
  • Use mouse practice, larger grid snap, and one new tool at a time.
  • Allow a student to direct a partner or teacher who performs fine cursor movements.
  • Offer measured template objects while preserving choices about form and features.
  • Extension: reduce material, add a moving fit, or create two size variants using parameters recorded on paper.

Safety & responsible use

  • Students do not touch hot ends, heated beds, or moving printer parts.
  • An adult handles slicing approval, printer setup, monitoring, part removal, and support cleanup.
  • Use only lab-approved PLA and teacher-managed accounts; never publish student names or designs publicly without permission.
  • Check finished parts for sharp strings, weak points, and small-piece hazards before use.
  • Printed parts are prototypes—not food-safe, medical, climbing, load-bearing, or life-safety products.

No-machine alternative

Build the final version with cardboard, clay, foam, paper tubes, reusable construction pieces, or teacher-prepared shapes. Keep the same measurements, criteria, fair test, evidence, and revision cycle.

Printable student design brief

The challenge

Build a small vehicle that rolls straight and far from the same gentle ramp release.

Success criteria

  • Rolls from gravity alone
  • Travels mostly straight
  • Printed parts remain secure through five trials

Constraints

  • Same ramp, release point, and test surface
  • Uses the class material budget
  • Students may combine prints with cardboard, straws, or found materials

Engineer’s notes

Our user needs…
The measurements that matter are…
Idea A and Idea B are different because…
In Tinkercad we used…
Our test showed…
We changed… because…
Our next version would…
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