Moving Along With Simple Machines A Lesson on Simple Machines Josefina Goodwin Raleigh Egypt High Schools Memphis, TN Lesson #21
Edited by Melvin Limson, Margaret Shain, and Marsha Lakes Matyas Frontiers in Physiology is sponsored by the American Physiological Society (APS) and the National Center for Research Resources Science Education Partnership Award (NCRR SEPA, R25 RR025127) at the National Institutes of Health (NIH). Note: The activities that follow are DRAFT activities and have not yet been peer reviewed for content accuracy or pedagogy. The lesson plans and opinions in this report are those of the authors and do not necessarily reflect the opinions of any of the supporting institutions or the editors.
The American Physiological Society 2011 Works in Progress © 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
ABOUT THE AMERICAN PHYSIOLOGICAL SOCIETY
The American Physiological Society (APS) is a nonprofit organization devoted to fostering education, scientific research, and dissemination of information in the physiological sciences. The Society was founded in 1887 with 27 members. APS now has over 10,500 members. Most members have doctoral degrees in physiology and/or medicine (or other health professions). The APS supports a variety of educational activities, including programs and fellowships to encourage the development of young scientists at the undergraduate and graduate levels, with a particular focus on women and underrepresented minorities.
ABOUT APS EDUCATION PROGRAMS The American Physiological Society (APS) has activities addressing educational and career issues at the K-12, undergraduate, and graduate/professional levels as well as continuing education for physiologists. At the K-12 level, the APS programs focus on providing resources and professional development for excellence in science education. At the undergraduate level, APS programs and fellowships encourage excellence in physiology education and the development of young scientists. Programs and activities are available for students and faculty and resources for undergraduate education and career exploration are provided. At the graduate level, APS programs and fellowships provide opportunities for student study, travel, and interaction with experienced physiologists. Educational materials offer tools to improve teaching and learning at both the graduate and professional levels. APS also provides awards, refresher courses, mentoring resources, and educational materials to promote continuing professional development for its members and excellence in physiology education for their students. Copyright © 2011 The American Physiological Society, 9650 Rockville Pike, Bethesda, MD 20814. All rights reserved. Recommended citation (book): Limson M, Shain M, and Matyas ML (Eds.). 2011 Works in Progress. Bethesda, MD: American Physiological Society, 2011. Recommended citation (lesson example): Reynolds, J. Did I Observe it or Infer it? A Lesson on Observations and Inferences. In Limson M, Shain M and Matyas ML (Eds.), 2011 Works in Progress. Bethesda, MD: American Physiological Society, 2011. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. Permission is granted to duplicate for classroom or workshop use with appropriate citation. To obtain permission(s) to use material from this work outside of classroom or workshop use, please submit a written request to Director of Education Programs, American Physiological Society,
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_____________________ References
National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academy Press. Alignment and references to state science education standards as of 2010 are cited by the authors.
The American Physiological Society APS 2011 Works in Progress © 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
MOVING ALONG WITH SIMPLE MACHINES A Lesson on Simple Machines
Teacher Section
PURPOSE
The study of simple machines, how they operate and how they differ from each other have long been a part of most science curriculums from elementary to college. Looking into how they have improved our society and how these machines work together can be exciting for both students and teachers. The activities in this lesson aim to lead students beyond the "simple machine vocabulary” and will extend their thinking process and integrate their many skills.
OBJECTIVES
Upon completion of this activity, students will be able to: describe how each simple machine makes work easier. identify the simple machines that comprise compound machines. identify the elements of machines combined in different gadgets. create a clear diagram of how a machine works. design and build machine that can do any of the following tasks: lift or grasp an object. move an object. carry an object. cut or split an object. Work cooperatively to solve real-world challenges.
GRADE LEVEL
8th and 9th
PRIOR KNOWLEDGE
Newton’s First Law of Motion: Understanding the definition of force, the units used to represent force, and balanced and unbalanced forces. Newton’s Second Law of Motion: Understanding friction, the effects of force, mass, and acceleration on each other and how force changes the position and motion of an object. Work and Energy: Understanding how force and distance affect the amount of work done and how energy becomes necessary for an object to do work. 3 days of 50-minute period TIME REQUIRED INCLUDING ALL STUDENTS
W h QUESTIONS e TOn ASK ALONG THE WAY h a n d l i n g
Students get to pick who they are going to work with in a group as long as there are 3 to 4 members per group. Every student in the group should have an output for every activity. Students design and create models of machines for kinesthetic learning. Students draw machine parts and identify simple machines in different parts of the house through online lessons for visual and auditory learning. Students use foldables to summarize the concepts.
Josefina N. Goodwin Memphis, TN
How do machines make work easier? How do you distinguish simple machines from compound machines? How are a wedge and an inclined plane related? How are a screw and an inclined plane related? How is energy related to work and mechanical systems? How do simple machines interact to form complex mechanical systems?
s hThe American Physiological Society, Bethesda, MD © 2011 a r
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MOVING ALONG WITH SIMPLE MACHINES A Lesson on Simple Machines NATIONAL SCIENCE EDUCATION STANDARDS
Teacher Section
K-12 Unifying Concepts and Processes Systems, order, & organization Evidence, models, & explanation Change, constancy, & measurement Evolution & equilibrium Form & function Science as Inquiry Abilities necessary to do scientific inquiry Understanding about scientific inquiry Physical Science Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Science and Technology Abilities of technological design Understanding about science and technology Science in Personal and Social Perspectives Natural and human-induced standards Science & technology in local, national, & global challenges
TENNESEE STATE SCIENCE EDUCATION STANDARDS
Embedded Technology / Engineering CLE 3202.T/E.1: Explore the impact of technology on social, political, and economic systems. CLE 3202.T/E.2: Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3202.T/E.3: Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3202.T/E.4: Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. Embedded Inquiry GLE 0007.INQ.1: Observe the world of familiar objects using the senses and tools. GLE 0007.INQ.2: Ask questions, make logical predictions, plan investigations, and represent data. GLE 0007.INQ.3: Explain the data from an investigation. Motion CLE 3202.3.2: Investigate and apply Newton’s three laws of motion. Forces in Nature CLE 3202.4.3: Demonstrate the relationships among work, power, and machines.
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
MOVING ALONG WITH SIMPLE MACHINES A Lesson on Simple Machines
Teacher Section
MATERIALS
Per group of 3-4 students: paper pencils with erasers printed copies of the Inventor's Toolbox pages for reference: http://www.mos.org/sln/Leonardo/InventorsToolbox.html a selection of small machines with visible working parts: rotary egg beater, cork screw, can opener, door knob Knex Toy Construction Building pieces http://www.knex.com/educational_toys/exploring_machines.php Internet Treasure Hunt Activity Sheets Anatomy of A Gizmo Worksheet Building Machines Worksheet
SAFETY
Although this lesson doesn’t use chemicals or electricity there are still safety concerns. Students are expected to listen to and follow all instructions given by the teacher. This includes all safety precautions and guidelines. Student should refrain from “horse play” while doing the activities. No food or drink is to be consumed inside the room. Students must wear appropriate clothing. They should wear clothing that can get dirty without causing a problem as they will have to kneel on the floor to make measurements and some of the machines can have greasy rotation points. Do not modify or damage any equipment in any way unless the modification is directed by the instructor. This does not include the changing of a lab setup as prescribed by the procedures in the carrying out of measurements. Use care when loosening and tighten screws and bolts. Do not force any of the equipment. If an excessive amount of force is necessary then tell the teacher. There is most likely a problem with the setup and we don’t want to make the problem worse. When handling sharp instruments or objects, don’t make swift movements and be aware of what is going on around you. Avoid roughhousing when sharp or pointed objects are involved.
PREPARATION AND PROCEDURE
Warm-Up: To activate students’ prior knowledge on simple machines, the lesson starts with a KWL chart, asking them what they already Know; then students (collaborating as a group) set goals indicating what they Want to learn; and after doing the activities, students discuss what they have Learned. Grouping: Place 3 to 4 students of mixed ability in a group. Create two stations for each activity. This is to accommodate students or groups who may be able finish an activity ahead of the others. Internet Treasure Hunt. Students search specific websites to understand how simple machines make work easier and what simple machines are present in compound machines found in their homes.
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
MOVING ALONG WITH SIMPLE MACHINES A Lesson on Simple Machines PREPARATION AND PROCEDURE
Teacher Section
Anatomy of A Gizmo. Each student at this station will be provided with one machine: a corkscrew, bottle opener, door knob or a rotary egg beater to examine in detail. They can take turns operating the machine while the others watch to see how each part moves. The following questions are on the student worksheet and will be typed and posted in the station: What is the function of this machine? How many moving parts does it have? How are the moving parts connected to each other? Which parts are elements of machines? Students should begin sketching diagrams of their machines. They should draw the machine from their own point of view first. Later they can trade places and draw it from different points of view to show all working parts. When the diagrams are completed, students should add arrows and written notes to indicate directions of motion for each part, label the elements of machines involved, and explain connections. The teacher should encourage students to draw systematically, starting at one point and drawing each part and connection in order. Emphasize that in this kind of drawing it is not important that their drawing look exactly like the machine; instead it should show how the machine works. For example, getting the exact proportions for the parts is less important than showing how they connect to each other. Building Machines. Challenge the students to design and create a machine, using the KNex Machine Building pieces, that can do any of the following tasks: 1. lift or grasp an object 2. move an object 3. carry an object 4. cut or split an object Students should be encouraged to think through their design before they start. This is a more challenging approach than simply following instructions, but properly done it is more educational, and gives a greater sense of achievement. Instruct students to obtain teacher’s approval of their design before starting their construction.
WHERE TO GO FROM HERE
Engineering Connection The class can invite a mechanical engineer who can talk about the applications of science principles and current technological developments to the creation of useful machinery and operation designs. Design Challenges: Students can continue designing and building machines using the Toy Construction Building pieces but this time they can do more complex machines such as elevator, waterwheel, roller coaster etc. Rube Goldberg Project (http://www.rubegoldberg.com/) The students are challenged to draw a “Rube Goldberg”-style machine that uses at least 3 different types of simple machines to accomplish one task.
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
MOVING ALONG WITH SIMPLE MACHINES A Lesson on Simple Machines
Teacher Section
WHERE TO GO FROM HERE
Frigits Craze (http://www.stevespanglerscience.com/product/fridgets) Students set up marble maze right on the white board or any other magnetic surface. They have to set the pieces at just the right angles, though, or they’ll end up with a floor full of marbles!
SUGGESTIONS FOR ASSESSMENT
REFERENCES AND RESOURCES
Classroom Activities 1. Edheads – Simple Machines Activities – Lever, Pulley, Wedge, Screw, Inclined Plane, Wedge, Wheel and Axle http://www.edheads.org/activities/simple-machines/index.htm This website gives students an opportunity to learn about simple and compound machines found in their everyday life. The animated activities help them understand what those machines are and how they work. Accessed on August 26, 2010. 2. Museum of Science, Boston http://www.mos.org/sln/leonardo/sketchgadgetanatomy.htm The website provides an activity wherein the students examine in detail some compound machines, what simple machines make them up, and how each part moves. Accessed on August 26, 2010. 3. The Science Spot: Science Classroom http://www.sciencespot.net/Pages/classphys.html#Anchor2 The website contains activities on simple machines which were adapted to this lesson. Accessed on Accessed on August 26, 2010. 4. Rube Goldberg http://www.rubegoldberg.com/ The website contains a gallery of pictures of some of Rube Goldberg elaborate yet hilarious devices. Accessed on December 11, 2010.
Rubric for Building Machines (See Student Activity Sheets) Rubrics for Drawing A Gizmo (See Student Activity Sheets) Oral Responses Activity Participation Objective Assessment (Quiz) Completed Student Activity Sheets Layered Look Book Foldables
Sources for Equipment and Supplies: 1. Frigits At Steve Spangler Science http://www.stevespanglerscience.com/product/fridgets This website contains the description of frigits, how they work, experiments you can do with them and a video of Steve Spangler himself demonstrating on TV how frigits work. Accessed on December 11, 2010. 2. KNex Education: Exploring Machines http://www.knex.com/educational_toys/exploring_machines.php You can find in this website a lot of creative construction and building toys. It features product information, building tips, games and activities on simple machines. Accessed on December 11, 2010. Rubric for Simple Machines Project 1. Create Your Rubric – Customize Your Rubric http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint& The website contains rubrics for different subject areas and activities. You can directly download a ready-made rubric or customize your own. Accessed December 11, 2010. Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
What I Want to know about this topic/question What I Know about this topic/question
Simple Machines
Topic of Discussion:
What I Know What I Want to Know What I Learned
KWL
Student Section
What I Learned about this topic/question
__________________ Name _________ Date _________ Period
Moving Along With Simple Machines A Lesson on Simple Machines
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
Moving Along With Simple Machines A Lesson on Simple Machines
Student Section
Internet Treasure Hunt This web info search will help you find information about the six simple machines and how each works. You will be looking at pre-selected websites to answer each question. It is important to not only find the information at the site, but also to consider who wrote the site, what their purpose is in writing it, and how credible (accurate) you think the information is. Question 1:
How does each simple machine make work easier? Site 1 Site 2 Beacon Learning Center How Things Work Website Title http://www.beaconlearningcenter.com/ http://en.wikibooks.org/wiki/Wikijunior URL WebLessons/MoveOurPrincipal/principal 001.htm
Who created this web site (organization, etc.)? Why did they create it? (check all that apply) How credible (accurate) do you think the info is?
To provide factual information To influence the reader’s opinion To sell a product or service I’m not sure Very accurate Somewhat accurate Not very accurate I’m not sure
:How_Things_Work/The_Six_Simple_ Machines
To provide factual information To influence the reader’s opinion To sell a product or service I’m not sure Very accurate Somewhat accurate Not very accurate I’m not sure
What did you learn?
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
Moving Along With Simple Machines A Lesson on Simple Machines
Student Section
Internet Treasure Hunt This web info search will help you find information about simple machines that make up compound machines that you use in your everyday life. You will be looking at pre-selected web sites to answer each question. It is important to not only find the information at the site, but also to consider who wrote the site, what their purpose is in writing it, and how credible (accurate) you think the information is. Question 2: Can you identify the simple machines that make up compound machines? Site 1 Site 2 Edheads Simple Machines Website Title URL http://www.edheads.org/activities/ http://www.cosi.org/files/Flash/ odd_machine/ simpMach/sm2.html Who created this web site (organization, etc.)? To provide factual information To provide factual information Why did they To influence the reader’s opinion create it? (check To influence the reader’s opinion To sell a product or service To sell a product or service all that apply) How credible (accurate) do you think the info is?
I’m not sure Very accurate Somewhat accurate Not very accurate I’m not sure
I’m not sure Very accurate Somewhat accurate Not very accurate I’m not sure
What did you learn?
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
Moving Along With Simple Machines A Lesson on Simple Machines
Student Section
ANATOMY OF A GIZMO Procedure: 1. Look at the gadgets on your desk and try to figure out which simple machines they are made of. Use the chart below as a checklist. Make sure that you see all the parts of the machines. 2. Pick one gadget and begin sketching diagrams of the machines you see in the gadget. Draw the gadget from one point of view first, and then draw it from different points of view to show all working parts. 3. When the diagram is complete, add arrows and written notes to indicate directions of motion for each part then label the elements of machines involved. 4. After drawing the gadget, answer the questions below: Place a check mark if you see any of the simple machines below in the gadget. Gadget’s Name
Lever
Inclined Plane
Screw
Wedge
Pulley
Wheel & Axle
Corkscrew Bottle Opener Door Knob Rotary Egg Beater Sketch:
Questions: 1. What is the function of the gadget that you sketched? 2. How many moving parts does it have? 3. How are the moving parts connected to each other? 4. Which parts are elements of simple machines? Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
Moving Along With Simple Machines A Lesson on Simple Machines
Student Section
BUILDING MACHINES Procedure: Using the KNex Machine Building pieces, design and create a machine that can do one of the following tasks: 1. lift or grasp an object 2. move an object 3. carry an object 4. cut or split an object Build only one machine that can do any of the above-mentioned tasks. Try to make a model of your machine in your mind then make a sketch of your design. Show your design to your teacher and ask for approval and suggestions before you start building your machine. State your Purpose: State a Hypothesis: Sketch Your Design Inside The Box:
Results: Did your machine work the way you envision it to be? Explain.
Did you do some fine tuning to your machine? Why? Conclusion:
Summarizing: Create a layered look book foldable to summarize what you have learned about the six simple machines. Be sure to include the description of each machine, the uses, examples and a picture of each of the six simple machines. How to make the Layered Look Book Foldable: (http://www.registereastconn.org/sblceastconn/foldables/LayeredLookBook.pdf) Images of the Six Simple Machines (http://www.mikids.com/Smachines.htm) Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
Moving Along With Simple Machines A Lesson on Simple Machines
Student Section
RUBRIC FOR BUILDING A MACHINE Name of Project: ___________________________________________ 4
3
2
Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. Structure functions extraordinarily well, holding up under atypical stresses.
Clear evidence of troubleshooting, testing and refinements.
Some evidence of troubleshooting, testing and refinements.
Little evidence of troubleshooting, testing or refinement.
Structure functions well, holding up under typical stresses.
Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. Plan is neat with clear measurements and labeling for most components.
Structure functions pretty well, but deteriorates under typical stresses. Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.
Fatal flaws in function with complete failure under typical stresses. Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
Plan provides clear measurements and labeling for most components.
Plan does not show measurements clearly or is otherwise inadequately labeled. Inappropriate materials were selected and contributed to a product that performed poorly.
CATEGORY
Modification/ Testing
Function
Scientific Knowledge
Plan
Construction Materials
Construction Care Taken
Plan is neat with clear measurements and labeling for all components.
Appropriate materials were selected and creatively modified in ways that made them even better.
Appropriate materials were selected and there was an attempt at creative modification to make them even better.
Appropriate materials were selected.
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.
Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.
Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
1
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
Moving Along With Simple Machines A Lesson on Simple Machines
Student Section
RUBRIC FOR DRAWING A GIZMO Name of Gadget: ____________________________________________________ CATEGORY
4
3
2
1
Labels
Every item that needs to be identified has a label. It is clear which label goes with which structure.
Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.
Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.
Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with which item.
Lines are clear and not smudged. There are almost no erasures or stray marks on the paper. Color is used carefully to enhance the drawing. Stippling is used instead of shading. Overall, the quality of the drawing is excellent.
There are a few erasures, smudged lines or stray marks on the paper, but they do not greatly detract from the drawing. Color is used carefully to enhance the drawing. Overall, the drawing is good.
There are a few erasures, smudged lines or stray marks on the paper, which detract from the drawing OR color is not used carefully. Overall, the quality of the drawing is fair.
There are several erasures, smudged lines or stray marks on the paper, which detract from the drawing. Overall, the quality of the drawing is poor.
All assigned details have been added. The details are clear and easy to identify.
Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.
Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.
Fewer than 85% of the assigned details are present OR most details are difficult to identify.
95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.
94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.
94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately.
Less than 85% of the assigned structures are drawn AND/OR labeled accurately.
When asked about 4 items in an unlabeled drawing of the same gadget, the student can identify all of them accurately.
When asked about 4 items in an unlabeled drawing of the same gadget, the student can identify 3 of them accurately.
When asked about 4 items in an unlabeled drawing of the same gadget, the student can identify 2 of them accurately.
When asked about 4 items in an unlabeled drawing of the same gadget, the student can identify 1 of them accurately.
All words are spelled correctly in the title, labels and caption/description.
All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled.
75% of the words are spelled correctly in the title, labels, and description.
Fewer than 80% of the words are spelled correctly in the title, labels, and description
Drawing general
Drawing details
Accuracy
Knowledge Gained
Spelling
Josefina N. Goodwin Memphis, TN © 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher APS Works in Progress Permission granted for workshop/classroom use with appropriate citation.
