Teaching Snapshot: Go-cart project

Level: Year 12
School: Lytton High School
Teacher: Ross McDonald

Ross McDonald at Lytton High School created a successful go-cart unit for his Year 12/13 engineering course that is a hit with students and helps promote Technology within the school and the wider community.

Ross explains that the idea for the unit came in 2009 when a former teacher requested his help in creating a one off go-cart. "I approached some Year 10 boys and we sat down and developed a go-kart to show the teacher how it should look and be constructed. It was just a trial really to see if we could get it to work, but the students had so much fun making it and trying it out that they are now captured for life!"

This prompted Ross to add customised, 168cc go-cart construction to his Year 12 and 13 engineering course on mini-bike construction.

The new unit started in early 2010 using the existing go-cart design from the year 10 experiment as a guide. Rather than taking an existing blueprint and adapting it, Ross' approach was to provide inspiration using an image of a product currently available so the students can then work toward creating a similar, or sometimes better, outcome using their own initiative.

"I found the original concept for the go-carts from a photo on the web. I then sat down with the students and said 'is this the kind of project you would want to do?' And it's the same with the mini bikes that we build, we look at what's commercially available and say 'well I don't like this or that' and then go our own sweet way coming up with our design."

As Ross had the existing design, preparation for the unit was fairly straightforward, with the main focus being on supplying all the necessary materials. While this is far from a kitset project (almost all of the outcomes are manufactured from scratch by the students),Ross supplies some basic parts such as the wheels, steering mechanism, motor, brakes and basic cables.

Process

Once all parts and materials are in stock, Ross gets the students straight into the construction of their frames. Most of the work in building the go-carts consists of welding, cutting and fabrication of the frame, with the students using the front axle as a starting point and building the main frame around that. They then progress to the back axle and suspension before finishing on the steering.

Throughout the construction process, testing is carried out on the structural strength of each welded section as well as the effectiveness of the individual components.
"There's a lot of testing, particularly in the brake and steering systems, making sure there is enough movement there. We make sure the steering will turn as far as we want it to because if you put the stub axles on without enough clearance the wheels hit the axle and you can't turn," Ross explains.

Once assembled, the go-carts are taken for a test drive on the school's field, which also gives the students a chance to decide on aspects such as the gearing – whether they want their carts to achieve high speeds on the flat, or have more power for climbing hills.

Once it is determined that the go-carts are performing safely and to each student's specifications they are stripped down for the frame to be painted. With the finishing done, a final reassembly completes the student's final outcome that is trialled once more on the field before being taken home.

Challenges

One of Ross' biggest challenges was ensuring that any potential problems were identified before the assembly stage.

"Students want to rush through and finish it, so it's important to make sure they pay enough attention to the details. You've got to slow them down and be on the ball at all times, going from one student to the next – just doing what a teacher should do," Ross says. "For instance, if they don't get the frame right, no matter what they do, you can see that it's wrong when it's finished. So it really is a matter of measuring three times and cutting once."

Outcomes

The student outcomes have developed significantly from the original prototype Ross created, as the students have customised the look and function of many aspects of their go-carts to suit their own purposes.

"The original design only had one bar going out the front, whereas the students now put bracing all through it and bring it out so it protects the wheels. The original also had a hand throttle and a hand brake so that it didn't matter what size the student was, but now that students are designing for themselves they have moved onto foot throttles and brakes, which is more sensible."

Apart from the joy and satisfaction of having their own customised go-carts, the students have also picked up valuable welding, lathe, milling, cutting, fabricating and finishing skills from their time working on the project.

While many of his students already have experience with these skills from previous years in the school's Technology programme, Ross doesn't think this is a prerequisite for a project of this level.

"I am more than happy for students for the first time ever in our workshops to take on a project like this, as they pick it up very quickly," Ross says. "You just give them a little more guidance and teach those skills on the job. And because everyone works at different speeds, we stagger it so the resources of the room aren't backed up and people aren't waiting. Also, because you're making so many components it makes no difference what order you do it, so you can get them started in different areas."

Ross also sees great value in the project in encouraging skills that have a wider crossover into the student's academic and personal life. "There is definite crossover into maths, science and graphics. They also learn to work together and help each other and that goes through to other subjects as well."

Ross credits the satisfaction and enjoyment of units like this to a growing passion within the students at Lytton High School for continuing Technology beyond the confines of the school.

"One really positive thing that's happening is a lot of the students are now picking up work experience in the engineering field because they are enjoying the subject so much, so it becomes an area where more so than before they can get employment. And because they are making a project which is well finished, looks tidy and works, they can take their project to their employment interview and the employer often says 'well you've got these skills and it looks really good', that's as good as any CV."

Ross is also happy to report that the student's enthusiasm for the go-cart project seems to have caught on, leading to an increased awareness of Technology within the school. "It certainly is a highlight of the year and a lot of other teachers visit to see what's going on, which gives them the opportunity for a lot of rapport and positive feedback to the students. Parents are also visiting and getting excited, asking 'Why weren't we doing this kind of project when we were at school?'"

Ross is continuing the unit in 2011 and has also developed a series of teaching resources and an accompanying DVD to help teachers to create similar units.