5th-6th Grade
Simple Machines: Lesson 5
INTENDED CURRICULUM
BIG IDEA: (display in class during the lesson)
A simple machine is a mechanical device that changes the direction or magnitude of
A system is a set of related objects that can be studied in isolation. In a controlled
a force. A simple machine uses a single applied force to do work against a single
investigation, only one variable can be changed, and the results can be compared to a
load
force. They are the elementary "building blocks" of which all complicated
standard.
machines are composed.
Investigations 9, 10 and 11: Simple Machines
Idaho Standard(s) addressed:
LESSON CONTENT GOALS
GUIDING QUESTIONS
1. The amount of work performed by
lifting an object a certain vertical
distance is the same as that performed
by moving the object the same vertical
distance, but across an inclined plane.
The difference is that less force is
needed to move the object across the
inclined plane, but the object must move
a greater distance.
1. What is an inclined plane?
2. A wedge is a simple machine that moves
in the direction of the applied force in
order to split solid objects. Force applied
to the wide edge of the wedge is
transferred along the incline of the wedge
into the object and widens the opening.
Most wedges have two or more inclined
planes.
2. What is a wedge?
3. A screw is a simple machine which
consists of an inclined plane wrapped
around a cylinder/
3. What is a screw?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
1
IMPLEMENTED CURRICULUM
Teacher’s Notes:
This lesson takes at least 7-8 teaching days.
Advance Preparation:
Part I:
CM 7 – Class Record Chart – Inclined Planes
scissors
1 roll string
1 roll masking tape
Part II:
pictures of airplanes, boats and race cars
Part II:
1 roll string
1 roll masking tape
For every four students:
Part I:
1 wooden board
5-6 books
1 brick (from LE 1)
1 ruler, metric
1 spring scale
1 sheet waxed paper
Part II:
4 nails
1 hammer
1 rivet
1 ruler, metric
1 piece scrap wood
Part III:
4 nails
4 rivets
1 hammer
1 marker, wide
1 sheet paper
1 ruler, metric
scissors
1 piece scrap wood
1 screwdriver, flat-slot
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
2
Brief Review of the lesson:
DAY 1: Read engaging scenario and review clues.
Write a Focus Question
Writes a Prediction
DAY 2: Create a plan and data collection device
Collects Data
DAY 3: Begin Part II
Read engaging scenario and review clues.
Write a Focus Question
Writes a Prediction
DAY 4: Creates a plan and data collection device
Collects Data
DAY 5: Begin Part III
Read engaging scenario and review clues.
Write a Focus Question
Writes a Prediction
DAY 6: Creates a plan and data collection device
Collects Data
DAY 7: Making Meaning Conference
DAY 8: Writes Claims and Evidence
Writes Conclusions
Reflection
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
3
DAY ONE
ENGAGING SCENARIO ONE: Teacher says:
“You have done a great job so far testing three of the six simple
machines that Lewiston Engineering wishes to use in its student
activity center. The next simple machine that they would like to test
is the inclined plane. Unlike the other simple machines the inclined
plane does not move. In using this simple machine for their activity
center, some of the engineers think using the inclined plane will
require more force to do the same amount of work compared to just
lifting the object. Others think it will require less force to do the
same amount of work compared to just lifting the object. Lewiston
Engineering needs your help to solve this problem. It has sent us
some materials that may help us solve this problem. They need us to
keep accurate and detailed records in our science notebooks. They
need this information in about two weeks. ”
What is the problem we need to solve?
What do we need to investigate?
inclined plane - a
simple machine that does not
move; instead objects move
across it. It resembles a ramp.
Word Wall
Then display the materials to be used in the investigation or conduct a kit inventory if the materials
were not introduced in LE1. Have the students continue their kit inventory record chart in their
science notebooks and add these materials to the word wall if not previously placed there.
FOCUS QUESTION (discuss in groups, display, record in notebooks)
Teacher’s Notes: Return to the Engaging Scenario
Teacher says,
“What do the engineers from Lewiston Engineering want us to do?”
To determine if using an inclined plane to move an object takes less force than just lifting
the object.
“What did they give us to help?”
Some materials
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
4
What else do they want us to do?
Send them a report in about two weeks.
Show an inclined plane by placing a board on a stack of books. Ask – “What does this remind you
of?” (a ramp).
“Discuss with your group what you know about inclined planes, force needed to lift objects and the
problem faced by Lewiston Engineering. Record it as the FOCUS QUESTION. This is the problem we
are going to investigate and solve. Keep in mind the clues we mentioned and be prepared to share
your ideas. Model a sentence starter by writing the following on the board:
How can we find out if… ?
Walk around the room listening to their ideas. Solicit appropriate examples to share with the class. If
possible display their ideas on the board or a transparency. Have the class notice which ones do not
address the problem in the scenario. If there are groups still struggling with writing a focus question,
have them select one of the displayed focus questions. They are to record it a CLASS FOCUS
QUESTION below their own.
A suggested class focus question:
How can we find out if it takes less force to move an object to a certain vertical distance
using an inclined plane compared to just lifting the object to that vertical distance?
PREDICTION (record in notebook)
Teacher’s Notes:
Lead the students to generate predictions for their focus question. Teacher says, “Now that you have a
Focus Question, discuss with your group what you might think is the answer to your question. Write a
prediction. Remember your prediction has to include a “because” statement. Use the sentence starter
to help you write them.”
Prediction sentence starters:
I think that using an inclined plane will require (more force, the same amount of
force, less force) to lift an object a certain vertical distance compared to just lifting
the object because_________.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
5
Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how
to record it in their notebooks. As students finish recording their predictions have them share their
ideas with the class.
Help students see the relationship between the focus question and the prediction.
Guide and assist those groups that are still having difficulty writing a prediction.
Close by stating that tomorrow the students will begin to use some the materials sent by the engineers
to begin to find a way to solve the problem.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
6
DAY TWO
Today we are going to be conducting an investigation using the materials sent to us by Lewiston
Engineering. The investigations will help us understand more about how inclined planes work.
Remember that Lewiston Engineering wants us to send them a report in about two weeks so we will
need to carefully observe and record our observations, make labeled sketches and what we have
learned in our in our science notebooks.
Here is the equipment that was sent to us to learn more about how inclined planes work.
Display the materials: a brick, a stack of five or six books, a spring scale, a metric ruler, two pieces of
waxed paper, a few long strips of masking tape and a piece of string.
Tell the students that they will tie the piece of string around the brick and then lift the brick with the
spring scale straight to the top of the books. They will need to measure the height of the books in
meters. Then they will lay the board across the top of the books to make a ramp or inclined plane.
Next they will cover the board with waxed paper to reduce friction. Next they will pull the brick along
the waxed paper covered wooden board to the top of the stack of books. Finally they will measure the
length of the board in meters. In both investigations the students will record the force needed to lift or
move the brick in newtons.
Review the formula - W = F x d.
“Before we start the investigation we need to find a way to keep track of our data and observations, so
each group will need to construct a data collection device to do this. Be sure to give your data
collection device a name.”
Circulate and assist groups that are having difficulty. Have groups share out their data collection
devices. For groups having difficulty you may share the following sample data collection device.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
7
Moving an Object
Method of Moving
the Brick
Lifting Straight Up
Force
(newtons)
distance
(meters)
Work
(joules)
Pulling Up a Ramp
Have the students gather their materials and conduct the investigation. Remind them to record their
data on their data charts. Also suggest that they sketch and label a lever system in their science
notebooks.
Write or project CM 7 on the board. Have a group of students complete a line on the chart with their
data. Continue the process until all data have been listed. Then conduct a class discussion regarding
the data. Have each group explain their results and how the results were calculated. Check for
agreement or disagreement with the rest of the class.
Then ask the following questions:
•
What changed in each of the investigations?
(the distance the brick was moved and the force exerted)
•
In which case did the brick move a farther distance?
(when the brick was pulled up the inclined plane)
•
In which case did the brick move the shortest distance?
(when the brick was lifted straight up)
•
In which case was more force used to raise the brick?
(when the brick was lifted straight up)
•
In which case was less force used to raise the brick?
(when the brick was pulled up the inclined plane)
•
Did you do the same amount of work, less work, or more work when you used the inclined
plane to raise the brick?
(about the same amount of work was done – some friction may account for more work pulling
the brick up the inclined plane)
Close the lesson by having the students do a Quick Write about what they learned about inclined
planes today in their science notebooks.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
8
DAY THREE
ENGAGING SCENARIO TWO: Teacher says:
“The next simple machine that Lewiston Engineering wishes to use in
its student activity center is the wedge. They are not sure how the
wedge works as a simple machine. Lewiston Engineering needs your
help to solve this problem. They have sent us some materials that
may help us solve this problem. They need us to keep accurate and
detailed records in our science notebooks. They need this
information in about two weeks. ”
What is the problem we need to solve?
What do we need to investigate?
wedge - a simple machine that is a
modified inclined plane. It has more than one
inclined plane in its design. It is not stationary and
moves in the direction of the applied force.
Word Wall
Then display the materials to be used in the investigation or conduct a kit inventory if the materials
were not introduced in LE1. Have the students continue their kit inventory record chart in their
science notebooks and add these materials to the word wall if not previously placed there.
FOCUS QUESTION (discuss in groups, display, record in notebooks)
Teacher’s Notes: Return to the Engaging Scenario
Teacher says,
“What do the engineers from Lewiston Engineering want us to do?”
To determine how a wedge functions as a simple machine
“What did they give us to help?”
Some materials
What else do they want us to do?
Send them a report in about two weeks.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
9
“Discuss with your group what you know about wedges and the problem faced by Lewiston
Engineering. Record it as the FOCUS QUESTION. This is the problem we are going to investigate
and solve. Keep in mind the clues we mentioned and be prepared to share your ideas. Model a
sentence starter by writing the following on the board:
How can we find out how … ?
Walk around the room listening to their ideas. Solicit appropriate examples to share with the class. If
possible display their ideas on the board or a transparency. Have the class notice which ones do not
address the problem in the scenario. If there are groups still struggling with writing a focus question,
have them select one of the displayed focus questions. They are to record it a CLASS FOCUS
QUESTION below their own.
A suggested class focus question:
How can we find out how a wedge functions as a simple machine?
PREDICTION (record in notebook)
Teacher’s Notes:
Lead the students to generate predictions for their focus question. Teacher says, “Now that you have a
Focus Question, discuss with your group what you might think is the answer to your question. Write a
prediction. Remember your prediction has to include a “because” statement. Use the sentence starter
to help you write them.”
Prediction sentence starters:
I think that a wedge (functions/does not function) as a simple machine
because_________.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
10
Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how
to record it in their notebooks. As students finish recording their predictions have them share their
ideas with the class.
Help students see the relationship between the focus question and the prediction.
Guide and assist those groups that are still having difficulty writing a prediction.
Close by stating that tomorrow the students will begin to use some the materials sent by the engineers
to begin to find a way to solve the problem.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
11
DAY FOUR
Today we are going to be conducting an investigation using the materials sent to us by Lewiston
Engineering. The investigations will help us understand if wedges work as simple machines.
Remember that Lewiston Engineering wants us to send them a report in about two weeks so we will
need to carefully observe and record our observations, make labeled sketches and what we have
learned in our in our science notebooks.
Here is the equipment that was sent to us to learn how a wedge works.
Display the equipment: a nail for each student, and for each group - a hammer, a scrap of wood, a rivet
and a metric ruler.
Distribute the materials:
Ask the students to examine both ends of the nail – especially how the two ends differ.
Ask – “How would you describe the pointed end of the nail?” (pointed, V-shaped, slanted)
Ask – “What other simple machine does the point of the nail remind you of?” (inclined plane)
Draw an inclined plane and a wedge on the board. Show how the wedge looks line two inclined
planes placed back-to-back. Point out that the nail is actually 4 inclined planes that form a wedge at
the tip of the nail.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
12
Explain that each student will drive a nail into the piece of scrap wood with the hammer. After
hammering, they are to record their observations in their science notebooks. After all of the students
have completed this task, ask – “Did you do work? How could you tell?” (Force was applied to the
nail and it moved a distance)
Now explain that each student will take turns trying to hammer the rivet into the scrap of wood. After
hammering, they are to record their observations in their science notebooks. After all of the students
have completed this task, ask the following questions:
•
•
•
“Which was more difficult to drive into the wood: the nail or the rivet?”
(the rivet).
“When you pound a nail into a block of wood, what is the pointed end of the nail causing the
wood to do?”
(The point acts as a wedge, pushing the wood apart).
How could you modify a nail to make it easier to drive into the wood?
(since it is a modified inclined plane – increase the length of the inclined plane by sharpening
the point.
Close the lesson by having the students do a Quick Write in their science notebooks about what they
learned about the wedge today.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
13
DAY FIVE
ENGAGING SCENARIO THREE: Teacher says:
“The final simple machine that Lewiston Engineering wishes to use
in its student activity center is the screw. They are not sure if it takes
less force or more force to drive a screw into a piece of wood or
drive a nail into a piece of wood. Lewiston Engineering needs your
help to solve this problem. They have sent us some materials that
may help us solve this problem. They need us to keep accurate and
detailed records in our science notebooks. They need this
information in about two weeks. ”
What is the problem we need to solve?
What do we need to investigate?
screw - a simple machine that is an inclined
plane wrapped around a cylinder. The inclined plane
spirals around the cylinder and sticks out from the shaft.
These are the threads of the screw.
Word Wall
Then display the materials to be used in the investigation or conduct a kit inventory if the materials
were not introduced in LE1. Have the students continue their kit inventory record chart in their
science notebooks and add these materials to the word wall if not previously placed there.
FOCUS QUESTION (discuss in groups, display, record in notebooks)
Teacher’s Notes: Return to the Engaging Scenario
Teacher says,
“What do the engineers from Lewiston Engineering want us to do?”
To determine if it takes less force or more force to drive a screw into a piece of wood or
drive a nail into a piece of wood.
“What did they give us to help?”
Some materials
What else do they want us to do?
Send them a report in about two weeks.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
14
“Discuss with your group what you know about wedges and screws and the problem faced by Lewiston
Engineering. Record it as the FOCUS QUESTION. This is the problem we are going to investigate
and solve. Keep in mind the clues we mentioned and be prepared to share your ideas. Model a
sentence starter by writing the following on the board:
How can we find out if … ?
Walk around the room listening to their ideas. Solicit appropriate examples to share with the class. If
possible display their ideas on the board or a transparency. Have the class notice which ones do not
address the problem in the scenario. If there are groups still struggling with writing a focus question,
have them select one of the displayed focus questions. They are to record it a CLASS FOCUS
QUESTION below their own.
A suggested class focus question:
How can we find out if a nail or screw takes more force to be driven into a piece of wood?
PREDICTION (record in notebook)
Teacher’s Notes:
Lead the students to generate predictions for their focus question. Teacher says, “Now that you have a
Focus Question, discuss with your group what you might think is the answer to your question. Write a
prediction. Remember your prediction has to include a “because” statement. Use the sentence starter
to help you write them.”
Prediction sentence starters:
I think that a ________ will take more force to driven into a piece of wood
because_________.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
15
Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how
to record it in their notebooks. As students finish recording their predictions have them share their
ideas with the class.
Help students see the relationship between the focus question and the prediction.
Guide and assist those groups that are still having difficulty writing a prediction.
Close by stating that tomorrow the students will begin to use some the materials sent by the engineers
to begin to find a way to solve the problem.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
16
DAY SIX
Today we are going to be conducting an investigation using the materials sent to us by Lewiston
Engineering. The investigations will help us understand if nails or screws need more force to be
driven into a piece of wood. Remember that Lewiston Engineering wants us to send them a report in
about two weeks so we will need to carefully observe and record our observations, make labeled
sketches and what we have learned in our in our science notebooks.
Here is the equipment that was sent to us to help us solve this problem.
Display the equipment: a nail and screw for each student, and for each group - a hammer, a scrap of
wood, a screwdriver, a metric ruler, a sheet of paper, a wide felt tip marker, a pair of scissors and a
piece of tape.
Distribute the materials:
Ask the students measure and cut the sheet of paper into a rectangle 10 cm x 20 cm.
Then instruct the students to use the ruler and marker to draw a thick diagonal line from the bottom
left corner to the top right corner of the rectangle.
Next have the students cut along the edge of the diagonal line so that the majority of the marker line
remains visible on one of the two triangles they create. Have them save the triangle with the marker
line and discard the triangle without the line.
Instruct the students to lay the triangle flat, with the 20 cm side parallel to the edge of their work
surface and ask – “Which simple machine does this resemble?” (inclined plane)
Explain that the marked edge of the triangle represents a side of an inclined plane.
Ask – “ What do you think it would look like if it were wrapped around an object?”
(answers will vary)
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
17
Instruct the students to tape the shortest (10 cm) side of the triangle to their pencil. Have them wrap
the triangle around the pencil so that the marker line is visible. Have them secure the end of the paper
triangle with a small piece of tape.
Ask – “What does the wrapped pencil look like?” (a candy cane, a barber pole)
Have the students compare the screw to their wrapped pencil and record their observations and a
sketch of each in their science notebooks.
State – “Now we will try to find out if it takes more force to drive a nail or a screw into a piece of
wood. “
Have the students measure the length of the inclined plane that makes up the pointed tip of the nail and
record this information in their science notebooks. Then each team should wrap a piece of string
around a screw following the screw’s threads. The students should cut the string when the spiral is
completed, then measure its length and record it in their science notebooks. Share that this string
represents the length of the inclined plane on the screw.
Have one group member use a hammer and lightly tap eight shallow holes evenly spaced on the scrap
of wood.
Next have each team member use a hammer to drive a nail into one of the holes in the wood. Have
them record the force necessary to do this in their science notebooks.
Then have each team member use a screwdriver to drive a screw into one of the remaining holes in the
wood. Again have them record the force necessary to do this in their science notebooks.
When the students are finished, ask – “Which did you need less force to drive: the nail or the screw?
(The students should agree it was easier to drive the screw into the wood, but that it took more time.)
Ask – “What other simple machines were at work as the screws were driven into the scrap of wood?
(The wedge-tapered end of the screw, the wheel and axle – the screwdriver; and the lever – the shaft of
the screwdriver.)
End the lesson with the students doing a Quick Write in their science notebooks about what they
learned today about the screw.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
18
DAY SEVEN
MAKING MEANING CONFERENCE (Teacher directed)
1) Reviewing
data.
Remember, this is the conferencing stage. It is preferable that students not take notes during
this activity, but contribute with their results. However, don’t discourage students who wish to
add down information during the discussion. Ask students to use the information that was
recorded from their science notebook entries.
2) Observing
and looking for patterns.
Teacher guides students to share - making claims supported by evidence. To initiate analyzing
the information observed the teacher can say:
•
How does an inclined plane work as a simple machine?
•
How does wedge work as a simple machine?
•
How does screw work as a simple machine?
Guide students in writing CLAIMS based on the data charts. As they share information, assist
students in making associations with claims based on their evidence. The teacher should make
the claim orally and the students should provide the evidence orally.
EXAMPLES
Claims
I claim that…………..
I know that ………….
Evidence
I claim this because………..
I know this because ………..
1. The nail was easier to drive into the wood
compared to the rivet
1. the nail had a wedge on its tip separating the wood
the rivet did not/
2. It took less force to move the brick up to
the top of the books using an inclined
plane compared to just lifting it.
2. it was ____ newtons for the inclined plane and ___
newtons just to lift the books. However the
distance traveled by the brick was longer to get to
the top using the inclined plane
3. The screw was easier to drive into the
wood compared to the nail.
3. The screw was an inclined plane. The nail was a
wedge. The length of the inclined plane was
longer on the screw compared to the nail.
Teacher decides to list as many claims and evidence needed for students to understand the
process.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
19
CLAIMS AND EVIDENCE: (record in notebooks) Teacher says:
“You need to write down at least 3 claims and evidence
statements. Remember, these claims must be based on your data.”
Teacher will see students individually as they write claims based
on their observed evidence.
Example sentence structures:
I claim that ____________ I claim this because ____________.
I know that_____________. I know this because _________.
Share and discuss claims and evidence.
CONCLUSION: (record in notebook)
Students are then asked to revisit their original prediction and write a sentence that
states whether the evidence from their observations supported it or not. They are to
explain why and provide clear explanations regarding how their evidence supported, or
did not support, their three predictions regarding inclined planes, wedges and screws.
They are also to write a conclusion using the following sentence stem: “Today I
learned……” or “In conclusion, … “
REFLECTION: (record in notebook)
Students will revisit the “Big Idea” and their results. Ask them to respond to one of the
following stems:
“What really surprised me about the inclined plane, wedge or screw was …….”
“A new question that I have about the inclined plane, wedge or screw is ……..”
“I would really like to know more about ……”
Share these in class.
End the unit by stating that you will send their reports (notebooks) to Lewiston Engineering so they
can use the information as they set up their student activity center.
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
20
FEEDBACK GUIDE
PROFICIENCY
Simple Machines – LE 5
S
T
Notebook Components
Focus Question (3)
• Relates to scenario.
• Cannot be answered yes or no
• Investigable
Prediction (3)
• One sentence that answers problem
• Uses “because”
Data
• Drawings and data chart from inclined planes
• Drawings and notes from wedges
• Drawings and notes from screws
Claims and Evidence
• Three claims and evidence statements related to guiding
questions
Conclusions (3)
• Predictions revisited and affirmed/revised
• “Today I learned” or “ In conclusion, ,,, “ statement
Reflection
• Responds to one of the stems
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
21
ENGAGING SCENARIO
“You have done a great job so far testing
three of the six simple machines that
Lewiston Engineering wishes to use in its
student activity center. The next simple
machine that they would like to test is the
inclined plane. Unlike the other simple
machines the inclined plane does not move.
In using this simple machine for their
activity center, some of the engineers think
using the inclined plane will require more
force to do the same amount of work
compared to just lifting the object. Others
think it will require less force to do the
same amount of work compared to just
lifting the object. Lewiston Engineering
needs your help to solve this problem.
They have sent us some materials that may
help us solve this problem. They need us to
keep accurate and detailed records in our
science notebooks. They need this
information in about two weeks. ”
What is the problem we need to solve?
What do we need to investigate?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
22
ENGAGING SCENARIO TWO
“The next simple machine that Lewiston
Engineering wishes to use in its student
activity center is the wedge. They are not sure
how the wedge works as a simple machine.
Lewiston Engineering needs your help to
solve this problem. They have sent us some
materials that may help us solve this problem.
They need us to keep accurate and detailed
records in our science notebooks. They need
this information in about two weeks. ”
What is the problem we need to solve?
What do we need to investigate?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
23
ENGAGING SCENARIO THREE
“The final simple machine that Lewiston
Engineering wishes to use in its student
activity center is the screw. They are not sure
if it takes less force or more force to drive a
screw into a piece of wood or drive a nail into
a piece of wood. Lewiston Engineering needs
your help to solve this problem. They have
sent us some materials that may help us solve
this problem. They need us to keep accurate
and detailed records in our science
notebooks. They need this information in
about two weeks. ”
What is the problem we need to solve?
What do we need to investigate?
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
24
CM 7 – Class Record Chart for Inclined Planes
Method of
Moving
the Brick
Lifting
Straight Up
Force
(newtons)
distance
(meters)
Work
(joules)
Pulling Up
a Ramp
TESLA, Scaffolded Inquiry, Grade 5-6 Simple Machines - Lesson 5, 01/31/10
25