Simple Machines

1
Simple Machines

• By Pat Ray and Kelley Weindl

2
Big Ideas

• Work Force x Distance
• Power Work / time
• Six simple machines three classes of levers,
  inclined plane, wedge, screw, wheel and axle, and
  pulley.
• Machines DO NOT reduce the amount of work.
• Machines make work easier by changing the size or
  direction of the force.

3
Objectives

• Students will USE simple machines to manipulate
  work.
• Students will describe how energy can be
  transformed.
• All students will describe how things around us
  move and explain why things move as they do
  demonstrate and explain how we control the
  motions of objects and relate motion to energy
  and energy conversions. (Motion of Objects)

4
Achieving The Objectives

• Getting the students to the point of
  understanding Simple Machines
• Journal- What do you do to make money?
• Journal- What does it mean to be powerful?
• Journal- What can you do to increase your power
  and ease your work load?

5
Simple Machines Scavenger Hunt

• Directions You will have no more than 15 minutes
  to circulate through the building looking for
  examples of simple machines. When your group
  finds an example, place the appropriate number
  next to it and take a picture. On the data sheet
  below, record information about the object in
  your picture. Pick up your number and move to
  the next example.
• ANY GROUPS VIOLATING SCHOOL RULES WILL RECEIVE A
  ZERO FOR THE ACTIVITY AS WELL AS A DETENTION!
  THESE INCLUDE
• running in the hall
• excessive noise in the hall
• inappropriate pictures
• Picture 1
• Object in picture _______________________________
  __________________
• Simple machine object represents
  ___________________________________
• Where is the input force applied
  _____________________________________
• Where is the output force applied
  ___________________________________

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Student Work
7
Student Work
8
Mouse Trap Car

• Purpose- Hands on experience using simple
  machines.
• Students received a basic model of a mouse trap
  car and had modify the car to best configuration
  for the competition.
• Activity involved the use of a Lever, wheel and
  axle, and a gear to manipulate power and distance.

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Misconceptions

• Most Common misconception.
• Is it possible for a machine to do more work then
  the amount of energy you put into it?
• Yes, because certain machines can make it easier
  for you. When it is easier, it requires less
  energy.

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Misconceptions

• Linking Work with energy.
• Energy is the ability to do work
• Students Thoughts
• It takes energy to do work.
• Exerting a force on something and not moving it
  is still work.
• Mixing up formulas.
• To many to keep straight.

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End Goal

• Have the students understand what the simple
  machines actually do.
• Understand that work is energy and that work is
  only done when a force produces a motion in the
  direction of the force.
• How fast you do work is power.
• Energy can not be created or destroyed, only
  converted and/nor transferred.