Simple and. Machines. Compound Machines
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1 Simple Simple and Compound and Compound Machines Machines 1
2 For the teacher Simple and Compound Machines Unit Information This unit provides students with practical experience to understand the workings of simple and compound machines. Students will have the opportunity to understand physical phenomena, use technology, undertake simple scientific investigations and design and make. All worksheets and resources mentioned in this unit are available in the appendix with the exception of the website EdHeads and the Simple and Compound machines PowerPoint presentation which is a separate file included in your download. What are simple and compound machines? There are six types of simple machines. They are: lever (most common), pulley, wedge, wheel and axle, inclined plane and screw. A compound machine has two or more simple machines in its design. Examples of simple machines are: Lever broom and light switch, The pivot point on a lever is called the fulcrum and the weight it carries is called the load, Pulley lounge room blind cord system and crane, Wedge knife blade, axe, scissor blade and wings of an airplane, Wheel and axle toilet roll, paper towel and sticky tape dispenser, Inclined plane nose of an airplane, car windscreen, slippery slide and; Screw bottle top, jar lid, and screw in light bulb. An example of a compound machine is a pair of scissors which have a wedge and lever or a stapler with staples which has a lever, wheel and axle and wedge. In this unit, students will learn about each of these simple and compound machines and also about class 1, 2 and 3 levers. The Activities within the unit There are six activities to be done over an eight week period assuming hours of science is taught each week. Extension material is available for Activity 3 and also on each of the activity cards in Activity 4. Extension activities from the activity cards can be completed on the Extensions work sheets. Activity 6 is an open ended design and make task which offers extension by the nature of the task. Assessment Activity 1 Assess the students participation during discussion and prompting for examples of types of simple machines. Use the assessment sheet - Let s see how well you re understanding simple machines to determine if students understood the base concept for which all other learning will stem. This will determine students readiness to progress and help to identify students that need reteaching in an alternate way. 2
3 Simple Machines Simple Pulley Machines Pulleys A pulley uses wheels and ropes to lift objects up or over a distance. Pulley 3
4 Name: Class: Simple machines around me 1. Search your classroom and find two simple machines that are different. Draw scientific diagrams of the machines in the boxes below. Remember that scientific drawings should be in lead pencil, have a title and have their parts labeled. Word bank pulley lever wheel axle wedge inclined plane screw fulcrum pivot point effort load 2. Was it hard to find any particular simple machine? 3. If so which ones? 4. What were the most common simple machines? 5. Which simple machine would you use to: a) turn on a light switch b) get sticky tape from a dispenser c) cut a slice of cheese from the block d) open the blinds on a window e) put the lid on the juice bottle 4 f) help a fan blow cool air off its blades
5 Investigating scientifically reference guide Design and make reference guide 1. From observations, ask questions and present a problem 1. Identify the problem. What problem or issue will your design aim to fix or improve? 2. Research current knowledge 3. Form a hypothesis 2. Explore current solutions. Is there something available that solves the problem or that you can improve upon? 4. Design the procedure of the investigation and make a prediction 3. Design solutions to solve the problem. Brainstorm ideas then write some detail about the best ideas. 5. Based on your observations, make alterations to your design. Return to point 3 and repeat. 4. Test the solutions and record information. Build models, test them and think of how to improve them. 6. Review the data, make conclusions and share results 7. Review the investigation to determine modifications that would have bettered the experiment. Repeat the process 5. Based on your observations, make alterations to your design. Return to point 3 and repeat. 5
6 Simple Machines Activity station card Screw A screw is used to attach items together. A screw has an inclined plane running around it called a thread. Question: Does a screw with a lot of thread turn into wood more quickly than a screw with a less thread? Materials: wooden block, screws with two different sizes threads but of the same length, screwdriver, marker pen. Prediction: Record your prediction on your worksheet. Procedure: 1. Mark the start position on the screw driver using the marker pen. 2. Select the screw with the most thread. 3. Hold the screwdriver so the start position can be seen. Turn the screwdriver to screw the screw into the wood. 4. Count each full turn once the start mark returns to the front. 5. Continue until the screw is flush with the wood. 6. Record the number of turns needed. 7. Repeat with the screw with least thread. 8. Record the number of turns needed to make the screw flush with the wood. Results: 1. Compare the number of turns. 2. Which screw took the least number of turns to screw into the wood? 3. Compare your results to your prediction. Were you correct? 4. What did you learn? Extension: Write another investigation question for a screw and describe the procedure to test it. 6
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