Simple
Machines
PBL!!
Simple Machines – Do you know them?
Let’s watch!
Ok Go video:
 http://www.youtube.com/watch?v=qybUF
nY7Y8w


Honda cog video:
http://www.youtube.com/watch?v=_ve4M
4UsJQo
Brainstorm
What are ways that machines make our
lives easier? (Think about the chores you
have to do every day)
 Talk in your groups and come up with at
least 5 ways that machines help us.
 When the timer goes off, we are going to
share out!

What are some machines we see
everyday that help us?
Bicycle
Simple Machines Workbook
Write your
name and class
period on the
top of your
workbook.
This is your
journal for this
project – keep it
safe!!!
Putting the 2 ideas together…
So we have watched 2 videos that show
pretty complex systems that are made of
SIMPLE machines. But those were for fun.
 How about looking at a complex system
that actually does a task?


Pee Wee Herman clip:
<http://youtu.be/KVdqwD_bcPs>
Day 2: What is a PBL?
What is the best machine design to
move an object?
What is this?
How each day is structured
Every day you will see the driving
question and “need to know”.
 The driving question for the entire
project is: How can I design and build
a machine that will move an object?
 The “need to knows” are goals or
conceptual understandings that you take
away at the end of the class.

Need to Know (s) for today:
 What
does PBL look like in science?
 What is your role?

What does my role mean to me and the
group?

The next slide has how it will look every
day:
How can I design and build a machine
that will move an object?
What does PBL look like in science?
What is your role?
 What does my role mean to me and the
group?
What does PBL look like in
Science class?

Project Based Learning in Science requires us to
work together to reach a goal.
◦ Collaboration is critical
◦ Working on your own is not an option

Freedom to choose
◦ The ability to design and build something totally
original. BE CREATIVE

Mistakes are a good thing
◦ They are an opportunity to learn
Get your workbooks
Find the
page that
says
“Student
and Group
Contract”
 Let’s read it
through.

Period 2
Team Info
Group # Name
Roles
1
1 Carbonell, Caleb
Leader
2 Young, Emma
Academic Manager
3 Morrow, Jessica
Engineer
4 Botello, Gabrail
Project Manager
1 Perry, Lorenz
Leader
2 Kim, Soomin
Academic Manager
3 Wright-Burwinkel, Cinnamon
Engineer
4 Fresquez, Alanna
Project Manager
2
3
4
1 McDonald, Mickey
Leader
2 Le, Vivian
Academic Manager
3 Shook, Greyson
Engineer
4 Barton, Ethan
Project Manager
1 Solis, Katherine
Leader
2 Chen, Jessica
Academic Manager
3 Tangutur, Akhsheiy
Engineer
4 Campbell, Isaiah
Project Manager
5
6
7
1 Rudraraju, Saketh
Leader
2 McFarland, Tristian
Academic Manager
3 Penman, Aiden
Engineer
4 Hudda, Kamil
Project Manager
1 Smith, Jackson
Leader
2 Zambie, Audrey
Academic Manager
3 Carter, Kaleb
Engineer
4 Holland, Tori
Project Manager
5 Knebel, Cloe
Engineer
1 Sprague, Collette
Leader
2 Narayan, Aparna
Academic Manager
3 Koteras, Logan
Engineer
4 Daniel, Jaclyn
Project Manager
5 Ledesma, Jessie
Engineer
Period 3
Team Info
Group # Name
Roles
1
1 Dhulipala, Harshitha
Leader
2 Kim, Jeehoo
Academic Manager
3 Edson, Will
Engineer
4 Mullin, Elissa
Project Manager
5 Gamare, Arsh
Architect/Engineer
1 Porter, Omari
Leader
2 Rhee, Jinho
Academic Manager
3 Liu, Joseph
Engineer
4 Jan, Yuvia
Project Manager
5 Agrawal, Abhinav
Architect/Engineer
2
3
4
1 O'Brien, Jimmy
Leader
2 Udupa, Nishant
Academic Manager
3 Nguyen, Kim
Engineer
4 Li, Grace
Project Manager
1 Haig, Adam
Leader
2 Ganesh, Nithila
Academic Manager
3 Johnson, Aidan
Engineer
4 Sangani, Eshita
Project Manager
Period 6
Group #
1
Name
1 Ruhlen, Eric
2 Barclay, Aimee
3 Pitra, Ivo
4 Rubin, Bailey
Roles
Leader
Academic Manager
Engineer
Project Manager
2
1 Shomper, Thomas
2 Jain, Saumya
3 Callia, Alex
4 Hutchison, Winston
Leader
Academic Manager
Engineer
Project Manager
3
1 Hill, Bryson
2 Ibrahim, Nabilah
3 Netherton, JD
4 Clabaugh, Avery
5 Espericueta, Katherine
Leader
Academic Manager
Engineer
Project Manager
Architect/Engineer
4
5
1 Gutierrez, Rodolfo
Leader
2 Cong, Sandra
Academic Manager
3 Banks, Olivia
Engineer
4 Ferony, Tabitha
Project Manager
5 Hebert, Luke
Architect/Engineer
1 Crouch, Sierra
Leader
2 Trujillo, Isabella
Academic Manager
3 Hubby, James
Engineer
4 Morrow, Michael
Project Manager
5 Rogas, Stephen
Architect/Engineer
Period 8
Group #
Name
Roles
1
1 Althaus, Ashlynn
2 Sivakumar, Rathna
3 Yogananda, Aditya
4 Krish, Sanskrithi
5 Tulu, Nahom
Leader
Academic Manager
Engineer
Project Manager
Architect/Engineer
2
1 Hosek, Arianna
2 Ji, Angela
3 Umbay, Justin
4 Chen, Andy
5 Venkatesh, Saswath
Leader
Academic Manager
Engineer
Project Manager
Architect/Engineer
3
1 Kubaney, Jack
2 Amargol, Prerana
3 Wang, Gary
4 Mueller, Aoife
Leader
Academic Manager
Engineer
Project Manager
4
5
1 Laney, Gavin
Leader
2 Vuppala, Raghavi
Academic Manager
3 Ramapriya, Sudharsan
Engineer
4 Moorty, Keertana
Project Manager
1 Marvin, Payton
Leader
2 Cazes, Elizabeth
Academic Manager
3 Zhou, Jonathan
Engineer
4 Yates, Amanda
Project Manager
6
7
1 Cheney, Claire
Leader
2 Mathew, Ashley
Academic Manager
3 Fierro, Katrina
Engineer
4 Lin, Austin
Project Manager
1 Lee, Ben
Leader
2 Ballada, Sonia
Academic Manager
3 Gandra, Sreya
Engineer
4 Yoo, Justice
Project Manager
Period 9
Group #
1
2
3
Name
1 Fax, Noah
Roles
Leader
2 Khambay, Thalia
3 Lucas, Jeremy
4 Simon, Natalie
Academic Manager
Engineer
Project Manager
1 Kivett, Luke
Leader
2 Park, Angie
3 Beeler, Emily
4 Montez, Zoe
5 Ramos, Vicktoria
Academic Manager
Engineer
Project Manager
Architect/Engineer
1 Peck, Lindsay
Leader
2 Mittal, Anmol
3 Becker, Colby
4 Torres, Grace
Academic Manager
Engineer
Project Manager
4
5
1 Upshaw, Madison
Leader
2 Wu, Audrey
Academic Manager
3 Joshi, Atharva
Engineer
4 Joseph, Brooke
Project Manager
5 O'Dwyer, Christina
Architect/Engineer
1 Blackmon, Bailey
Leader
2 Sadler, Gracie
Academic Manager
3 Schmidt, Ian
Engineer
4 Boles, Ryllie
Project Manager
6
7
1 Mason, Brice
Leader
2 Moreno, Cienna
Academic Manager
3 Jennings, Mariah
Engineer
4 Gotham, Chelsea
Project Manager
1 Cid, Andrea
Leader
2 Brown, Olivia
Academic Manager
3 Mebane, RJ
Engineer
4 Valera, Ellen
Project Manager
5 McConnell, George
Architect/Engineer
Group Roles
Write down your
responsibilities when you
see your role:
Leader:
 Keep group members on
task
 In charge of contacting a
group member when they
are absent
 Conflict resolution
Group Roles
Write down your
responsibilities when
you see your role:
Academic Manager:
 Checks that science
content is accurate
 Matches work to rubric
 Is the “go to” expert
Group Roles
Engineer/Architect:
 In charge of blueprint accuracy
 In charge of materials
 Delegates building assignments
Group Roles
Project Manager:
 In charge of script for video
 In charge of filming
 Is responsible for posting onto Padlet
Thought for the day:
Coming together is a beginning; keeping
together is progress; working together is
success.
Henry Ford
What to do now:
1. Sign your contracts
2. Exchange information with your group –
make sure to get everyone!
Day 3

DQ: What is the best machine design
to move an object?

Investigating Rube Goldberg and his
contributions

Need to Know:
1. What is a model?
2. What is a Rube Goldberg Machine?
3. How are pulleys and inclined planes
represented on paper?
Groups

You may sit with your groups!
Let’s Discuss the Collaboration Rubric
C O L L A B O R A T I O N
Below Standard
(1)
R U B R I C
Approaching Standard
(2)
At Standard
(3)
Personal
• I need to prepare for and join team discussions
Responsibility • I need reminders to do project work
• My project work is not done on time
• I need to learn how to use feedback from others
• I am usually prepared for and join team discussions
• I do some project work, but sometimes need to be
reminded
• I complete most project work on time
• I sometimes use feedback from others
• I am prepared for work with the team; I have
studied required material and use it to explore
ideas in discussions
• I do project work without having to be reminded
• I complete project work on time
• I use feedback from others to improve my work
Works as a
Team
• I cooperate with the team but do not help it solve
problems
• I give feedback to others, but it may not always be
helpful
• I sometimes offer to help others if they need it
• I am usually polite and kind to teammates
• We do most project tasks separately and put them
together at the end
•
•
•
•
•
• I need to cooperate with my team and help the team
solve problems
• I need to learn how to give useful feedback to others
• I need to learn to offer to help others if they need it
• I am sometimes impolite or unkind to teammates
(may interrupt, ignore others’ ideas, hurt feelings)
• We need to learn how to do the project as a team
Follows
• We need to learn how to talk about how the team
• We try to talk about how the team will work together,
Contract and
will work together
but do not make agreements
Assigned Roles • We need to learn how to follow contract agreements • We sometimes talk about how well agreements are
• We need to learn how to fulfill assigned roles
being followed but need help from the teacher to take
• We need to learn how to use time and participate
appropriate steps when they are not
well, and organize our materials, drafts, notes
• We sometimes fulfill assigned roles
• We usually use time and participate well, but may
occasionally waste time; we keep our materials, drafts,
notes, but not always organized
I help the team solve problems and manage conflicts
I give helpful feedback to others
I offer to help others do their work if needed
I am polite and kind to teammates
We develop ideas and create products as a team;
tasks done separately are brought to the team for
feedback
• We make agreements about how the team will work
together
• We honestly talk about how well agreements are
being followed and take appropriate steps if they
are not
• We fulfill assigned roles
• We use time and participate efficiently; we keep our
materials, drafts, notes organized
Above
Standard
(4)
What is a model?
What are some examples?
Think – Pair - Share
Model (just one example)

A model is a scientific representation aimed
at making something easier to understand
or interact with.
Lets investigate the breakdown a simple
machine

Plant Quencher
Need to know
How do simple machines affect force,
distance, and direction?
 How are pulleys and inclined planes
represented on paper?

Turn to the following page in your
workbook
Lets read together.
Find the simple machines in this picture.
Work in groups to circle the simple machines that
you find. When time is up, we will share out.
Find the simple machines in this picture
Inclined Plane
and Lever
Pulley
Inclined Planes
Pulley
Pulley
Inclined
Planes
Lets practice drawing models of
incline planes & pulleys
How to Draw an Inclined Plane
How to Draw a Pulley
Fixed
Pulley
Moveable Pulley
In your group, work together to
create and draw a simple 3-4 step
machine that includes incline planes
& pulleys
A timer will be set on
the board. (20 min.)
Day 4: Nov. 7 Thursday
Inclined Planes and Pulley Lab
 Driving
Question:
How can I design and build a machine
that will move an object?
 Need
 How
to Know:
does an inclined plane change
the amount of force on a load?
 How does a pulley change the
amount or direction of force on a
load?
Inclined Planes & Pulleys Lab
Purpose:
Investigate how inclined planes and
pulleys can be used to change the amount
or direction of force to move an object.
Inclined Planes & Pulleys Lab
Materials:
 5 Textbooks
 Spring scales
 Bags
 Marbles
 Long, medium & short ramp
Inclined Planes & Pulleys Lab
This lab is broken into 2 stations with multiple parts.
Station One
I.
Inclined Plane
a. Inclined Plane (smallest length)
b. Inclined Plane (medium length)
c. Inclined Plane (longest length)
Station Two
I.
Pulley
a. Fixed Pulley
b. Moveable Pulley
c. Compound Pulley
Inclined Planes & Pulleys Lab
Instructions:
1. With your group members, carefully read each
station card. Follow each step given on the
cards and record your data in the chart
provided.
2. Once you are finished with each station, answer
the conclusion questions provided on your lab
sheet.
3. Manage your time according to the timer
shown on the overhead
How can I design and build a
machine that will move an
object?
How does an inclined plane change the
amount of force on a load?
 How does a pulley change the amount
or direction of force on a load?
A note about building supplies:
All building supplies need to be
recyclable-type items and need to be
brought in by Monday Nov. 11.
 What are acceptable items?

Day 5: Nov. 8 Friday
Blueprint design
Driving Question:
What is the best machine design to
move an object?
Need to Know:
What is a blueprint?
 How can I design a machine that
can move an object and includes
incline planes as well as pulleys?
Drawing a blueprint
 Remember
to refer to your
notes
◦ How do you show a pulley on a
blueprint?
◦ Use the steps you have already
created!
Turn to the following page
Lets read together.
Turn to the following pages and let’s
briefly discuss our expectations.
Expectations:
1. Make sure that you are
supporting your group and
fulfilling your role.
2. Remain on task and complete
the steps 1-5.
3. Both a sketch and a
description of what is
happening needs to be in each
step “square”.
4. Check the rubric to make
sure you have all of the
requirements.
You will have a timer on the board to
accomplish the following tasks.
1. Review the Blueprint Rubric (5 min.)
2. Brainstorm your group’s blueprint
design (15 min.)
3. Create the Blueprint Process – these are
the steps! (25 min.)
Before you leave:
All building supplies need to be
recyclables and need to be brought in by
Monday Nov. 11.
 Your group needs to have all 5 steps
completed on the page. EVERYONE
needs to have it in their workbook.
 The next step is to create a rough draft
blueprint on Monday, so be prepared!

Day 5: Nov. 8 Friday
Blueprint design
Driving Question:
What is the best machine design to
move an object?
Need to Know:
What is a blueprint?
 How can I design a machine that
can move an object and includes
incline planes as well as pulleys?