Simple+Machines+unit+Jan-Mar+2012

SIMPLE MACHINES UNIT Jan 2012, some updates 2014 & 15.- Ray Myrtle Work with Ray to learn and share more about this unit in the '[|science group]' at [|startupyourclass.ca] This page is designed to be a revision of the Fall 2011 Simple Machines Unit. Here is a link to a spreadsheet with a summary of all the and open to the Science page, so you can get a quick check on what is expected.
 * New Curriculum outcomes 2015**: [[file:NewBC-Science_learning_standards-August-2015.pdf]]


 * Latest Simple Machines Unit Plan in backwards design format: (note day by day plan is on the last page).**
 * (schedule for 1 lesson/wk)** [[file:Simple Machine Lesson order from Sim Mach UBD(Term2)Begbie.docx]]
 * (2 lessons/wk)** [[file:Sim Mach UBD(term2)SSv2.docx]] French version: [[file:Sim Mach UBD(term2)SSv2-fr.docx]]

To download these pictures in your own flip lesson, go to the Pages and Files link on the left side-to download, you will need to be a member of the wiki- (click on 'join now' on the top left).
Goals: Download the lesson description adapted from Ray's 'The First Week of School' booklet:
 * Lesson 1- Graph the Class**:
 * To learn how to put information into a graph and label it.
 * To learn to read a graph and make a conclusion.

Download* the #2 & #3 blackline masters  from here. *FYI- T he reason for the insistence on following the directions in the text (which might not be appropriate at other times), is that this excerpt is written to be used during the first week of school, when learning to complete a graph was NOT as important as the underlying goals for this activity: //1) to establish following directions,(if students don't follow your directions during the first week, they never will!) 2). to quickly gain an assessment of students' writing ability, and ability to infer.//

The purposes of this lesson are: The link is http://screencast-o-matic.com/watch/clVQfTwR7 media type="custom" key="12139612" The last part of the Static Friction Flip lesson has a description of the string and weight method, if you have a spring scale, stop the video there, and just watch this part: media type="custom" key="12247966" Link to Extra Flip Lesson on Data Table and Diagram: http://screencast-o-matic.com/watch/clVt1byx5 Here is way to have the students build their own spring scale using elastic bands: []
 * Lesson 2- Static Friction Experiment **watch the description of what to do [|here]
 * to introduce the idea of friction, which will affect future experiments,
 * and do the experiment carefully in order to get reproducible results,
 * to learn record data and draw a labeled diagram of the results right away

Here is a pretest you can use to help the student focus on what they need to learn about the experiment. Here is a sheet to give out to help students remember the experiment

The purposes of this lesson are:
 * Lesson 3- How to write a one page Science Report.**- Although it is not central to the simple machines outcomes, I believe that Science Reports do encourage the development of the science skills in the IRP and help provide a foundation for success in science through K-12.
 * To learn how to fill out the parts of the science report
 * especially to consider 'what does the data tell us?' so the conclusions follow the data and answer the question posed in the Hypothesis/Question section

Here is the Rubric I used.

Here is the Science Report form: Watch the description of the Flip Lesson on writing the Science Report. You can watch it below. I'm going to try to split this apart so its not as long. The link to the video is http://screencast-o-matic.com/watch/clVQ1EwSI On YouTube the link is: http://youtu.be/KPRQRrOerjA media type="custom" key="12139642" Student sample of Science Report and some comments about the report.. media type="custom" key="12191926" Here is a to help students learn how to write your report Here is a quiz as an opening activity to check ability to do the graph Here is a quiz as an opening activity to check ability to do the graph, label the diagram and draw conclusions and notice errors.

Here is a written version of the instructions that you can hand out to those students who cannot see the video version. Here's the link to the video: http://screencast-o-matic.com/watch/clVQqjxcg media type="custom" key="12150066"
 * Lesson 4- Kinetic Friction Experiment** - this experiment is very similar to the Static friction experiment. The purpose is to enable those who successfully completed the Static Friction Experiment to go on, while the teacher can do 'Correct & Catch' up with those who did not do the first experiment write up correctly.

Lesson 5 Inclined Plane -Simple Machines convert Distance into Force Link to Flip Lesson: http://screencast-o-matic.com/watch/clVr1lyn1 media type="custom" key="12166422"

Lesson #6 Inclined Plane Experiment
The purpose of this experiment is to illustrate about a key characteristic of simple machines: they change distance in to force. We will find the difference in the amount of force needed to lift a weight straight up or lift it up on an inclined plane. media type="youtube" key="DwaYSdmC8nY" height="315" width="420" Download instructions Lesson 6 (need to change from #5). Link to Lesson #6: http://screencast-o-matic.com/watch/clVriqynj media type="custom" key="12166434"
 * How to measure with a ruler** (note start at 2:45 minutes- the part before that is about the imperial system.

Lesson #7 Inclined Plane Vocabulary
media type="custom" key="12191454" Download Inclined Plane Vocabulary Additional Vocabulary re leverage: Link to the video: http://screencast-o-matic.com/watch/clV0r9yIZ media type="custom" key="12191576"

Lesson #8 2nd Inclined Plane Experiment- Changing the slope of the inclined plane
This experiment is an extension activity - Purpose: > to provide an extension activity for those ready for it, and enable the teacher to focus upon those who need to work further on the first inclined plane experiment
 * to use data to make a prediction or hypothesis and test it.
 * to use data to analyse- eg how much does friction change the force on the inclined plane (if they had time to do the force on the flat)

I'm going to try to do a video on how to think about the ideas in this experiment. I've removed old #8 video.

Lesson #9 The Wedge media type="file" key=" Lesson #10 The Screw media type="file" key="



The wheel is a wonderful invention that reduces friction. Usually in that case the wheel spins on the axle. However when the wheel is FIXED to the axle it is can change distance into force. Here is the vocabulary: media type="file" key=" Here is the video about the Wheel & Axle: Here is a video about measuring with a ruler (use from 2:45- the early part is the imperial system.) Wheel & Axle Activity V.2 Here is a rough copy for collection of data. Download a description of the experiment using starbucks cups.
 * 11 Wheel and Axle:**
 * Note:** one word is missing: **circumference**= the distance around a circle (the length of the outside)

media type="file" key=" media type="youtube" key="OAnVtwIQW5A" height="360" width="640" Possible part of a quiz Another quiz (use parts- cut & paste?) The IRP has some good assessment ideas for a final project- on the pages around p.253. I like the design an imaginary compound machine: Possible project outline:
 * 1) 13 Compound Machine Lesson

Possible Rubric:


 * 14 Lesson on the Pulley:**

See also Bill Nye YouTube or NFB animation on the Pulley. http://youtu.be/9T7tGosXM58

media type="file" key=" This experiment can be done using paper clips as weights, stir sticks from Starbucks, and batteries or white board felt pens as fulcrums. The main idea is to get the idea that if you double the weight on one side, you need to double the distance on the other. This leads to L x W= L x W (Length x Weight on one side)= Length x Weight on the other side). The second concept is the idea of the three types of levers. The key there is to identify where the fulcurm is: In the middle= 1st class (see-saw or teeter todder) Near the load= 2nd class (wheel barrow) Near the Force= 3rd class (baseball bat or fishing rod). Related to this is the understanding that the 3rd class lever is use force to create more distance (or speed) (the opposite of most of the other simple machines)- the 1st class lever can do this as well by changing the length of the levers and placing the force on the shorter end and the load on the longer end of the lever. Here is the vocabulary Flip Lesson: media type="file" key=" media type="file" key="media type="file" key=" Here are some photos showing the three steps of the lever experiment: You can find these by searching for IMG_0138.jpg, IMG_0139.jpg, IMG_0141.jpg a 1. find the balance point of the lever without anything on it and make a mark (see the dot in the first photo below) 2. Measure 3 cm from the balance point (fulcrum) and put a mark and place a paper clip there. (the picture below does not have the balance mare but has not been marked for 3 cm. 3. Put another paper clip on the other side of the balance point, and move it in or our until it balances. Mark the spot where the 2nd paper clip is. What distance do you think it will be? 4. Measure the distance from each paper clip to the balance point. Share your answers with your class. 5. Put 2 paper clips on the 3 cm mark you made before, and move the other paper clip until it balances. Mark it and measure it. 6. Collect your data from the whole class- what do you find? Can you see a simple way of predicting the distance of the second (single) paper clip? How does it compare with the distance of the first paper clip?
 * 1) 15 The Lever


 * A fun video showing all kinds of simple machines! Hope you enjoy it! http://youtu.be/qybUFnY7Y8w**