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6th Grade Simple Machines – Levers
Applying what you have learned …
1. Two brothers are on the playground after school one day. The older
brother weighs twice as much as the younger brother. They both want to
use the see-saw on the
playground, but with the seesaw pivot in the middle the
younger brother can’t get his
older brother off of the
ground. They notice that the
see-saw can be adjusted so
that the pivot point is not
directly in the middle.
Describe how the brothers
could adjust the pivot point of the see-saw so that the younger brother
could get the older brother off of the ground.
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6th Grade Simple Machines – Levers
Applying what you have learned …
2. Your teacher sets up a lever system where it takes 5 N of effort force to
balance it. She then places 2 additional metal blocks at the same location
(now there is a total of 3 metal blocks). What force would need to be
exerted now by the user to balance the same lever system? Describe
how you could use the same tools used in this lab activity to determine if
your answer is correct.
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Simple Machines – Effort Force/Distance Trade-off
3. Using the terms effort force and distance explain the trade-off
diagram below.
F
Fx
x
D
=
D
=
F
x D
=
FxD
=
F x
Energy That Must Be Transferred
To Complete the Chore
D
=
=
F
F
x
x
D
D
(thanks to simple machines)
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6th Grade Simple Machines - Screws
Applying what you have learned …
4. Look at the following picture of two screws. Determine which one
will provide the user with the greatest mechanical advantage and
describe the reasoning for your choice. (Hint: Remember that a screw
is actually a special form of the inclined plane.)
A
B
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6th Grade Simple Machines
1. A hiker is at the bottom of a canyon and needs to get to the medical
station at the top of the canyon. Path A is a longer pat, but since it zigzags back and forth no portion of the path is very steep. Path B is much
shorter, but is very steep.
Which path should he choose if he wants to use the least amount of effort
force to complete the journey? Explain the reasoning for your choice.
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6th Grade Earth History – Rock Layers
1. A geologist obtained a rock sample from layer 2, layer 4 and layer 7. Which
of these layers of rock is the oldest? _______________
How do you know ?
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2. Explain what could have happened at spot X.
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3. The geologist has determined that all 3 rock samples are sedimentary rock.
She thinks layer 7 is limestone. Describe a procedure she can perform to tell if
the rock is limestone. What would happen if the rock is indeed limestone?
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4. Layer 1 is a layer of igneous rock. The rocks in this layer appear pink,
white, and black. They appear to have large crystals. What inference can
you make about how long it took this rock to cool from magma/
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6th Grade Earth History
Section A
A mountain climber is climbing up a cliff. On the way up, he notices
seashell fossils in one of the rock-layers.
Over the Top
6th Grade Earth History
1. What can you infer about the environment in which this limestone layer (D)
was formed?
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2. Why is the limestone layer (D) no longer on the top surface?
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3. Which layer of the cliff is the oldest and which layer is the youngest? Explain
how you arrived at your answer.
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6th Grade Earth History
The three pictures above show the same land area over a period of time.
4. Name the processes and describe how each of these processes changed the
land surface over time.
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5. Predict what this same area of land will look like 10 million years in the future.
Describe in words what the land area would look like. You may make a labeled
drawing with your description.
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Over the Top
6th Grade Electricity – Parallel Circuits
A
B
In the circuit above :
1.
If you unscrew bulb A, will bulb B light? Y or N
2.
If you unscrew bulb B, will bulb A light? Y or N
3. If you unscrew bulb B, will bulb A get brighter? Explain why or why not.
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4.
On the diagram, trace the path or paths of electricity in this circuit. Use
arrows to show direction of flow.
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6th Grade Electricity – Series circuits
A.
B.
1. For circuits A and B, discuss the difference in the energy flow between the
two.
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2. Would there be a difference in the brightness of the bulbs in the two circuits?
WHY?
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3. Trace the path of electricity in both of the circuits. Use arrows to show the
direction of flow.
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6th Grade Forces
Data Sheet:
Carefully read the data table below. The table contains distance and time data for
two different buggies. You will also need to study the graph below the data table.
This graph represents the data for both buggies.
Time
Interval
0to 3
seconds
3 to 6
seconds
6 to 9
seconds
9 to 12
seconds
P
Distance
Traveled
Time Interval
91 cm
0 to 3 seconds
89 cm
3 to 6 seconds
92 cm
6 to 9 seconds
88 cm
9 to 12 seconds
Distance
Traveled
59 cm
61 cm
58 cm
62 cm
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6th Grade Forces
Label the graph showing which line represents the motion Buggy A or Buggy B.
Use evidence from the data table and graph to explain which buggy is traveling
faster.
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Calculate the average speed for Buggy A. Be sure to show your work and
include appropriate units.
Calculate the average speed for Buggy BA. Be sure to show your work and
include appropriate units.
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6th Grade Forces
Buggy A and Buggy B from the Datas Sheet did not run on the same surface.
One of the buggies ran on a tile floor and the other on carpet. Use the data sheet
to answer the following questions.
Which buggy ran on the tile? ____________
Which buggy ran on the carpet? ____________
Why does one buggy move faster than t[he other? Discuss force in your
answer. Remember both buggies are identical.
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A third buggy, Buggy C travels an average speed 40 cm/s. Go back to the
Data Sheet and sketch a line on the graph that shows Buggy C's distance vs.
time. Explain how you decided where to draw your line?
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