Work, Energy and the
Simple Machines:
COMPOUND
MACHINES
Instructor’s Guide
Work, Energy and the
Simple Machines:
COMPOUND
MACHINES
INSTRUCTOR’S GUIDE
Written and Produced by
John Colgren
Published and Distributed by
United Learning
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©MMI John Colgren
COMPOUND MACHINES
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Instructional Notes . . . . . . . . . . . . . . . . . . . . . . . . .1
Links to Curriculum Standards . . . . . . . . . . . . . . . .2
Student Objectives . . . . . . . . . . . . . . . . . . . . . . . . .2
Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . .2
Teacher Preparation . . . . . . . . . . . . . . . . . . . . . . . .3
Introducing the Program . . . . . . . . . . . . . . . . . . . . .3
Discussion Questions . . . . . . . . . . . . . . . . . . . . . . .3
Blackline Master Descriptions . . . . . . . . . . . . . . . .3
Enrichment Activities . . . . . . . . . . . . . . . . . . . . . . .5
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Internet Resources . . . . . . . . . . . . . . . . . . . . . . . . .7
Script of Program Presentation . . . . . . . . . . . . . . . .7
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COMPOUND MACHINES
GRADE LEVELS: 5-8
INTRODUCTION
This live-action program is designed for use with the primary grade levels (5-8).
A machine is a devise or tool that does one or more of these three things: makes
work easier, makes work faster, or changes the direction of the force. Two or
more simple machines used together make a compound machine. This program
is about the compound machines that we find all around us. They have all been
influenced in some way by the six simple machines.
The program will conclude with a section on Rube Goldberg and his famous cartoons which poked fun at the complicated inventions that appeared at the start of
the 20th Century. He thought up complicated ways to accomplish simple everday tasks or jobs. He often used simple machines or principles associated with
simple machines to accomplish these tasks. Students should enjoy learning a little bit about Rube Goldberg and trying to identify what his inventions were
attempting to accomplish. They will be challenged in the ancillary materials to
dream up some of their own Rube Goldberg like inventions.
INSTRUCTIONALNOTES
Before presenting this lesson to your students, we suggest that you preview the
program and review this guide and the accompanying blackline master activities
in order to familiarize yourself with their content.
As you review the materials presented in this guide, you may find it necessary to
make some changes, additions, or deletions to meet the specific needs of your
class. We encourage you to do so, for only by tailoring this program to your class
will they obtain the maximum instructional benefits afforded by the materials.
It is also suggested that the program presentation take place before the entire
group under your supervision. The lesson activities grow out of the context of
the program; therefore, the presentation should be a common experience for all
students.
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LINKS TO CURRICULUM STANDARDS
This Unit of Study addresses the following National Science Education
Standards for grades 5-8:
Science as Inquiry
Content Standard A:
* Abilities necessary to do scientific inquiry
* Understandings about scientific inquiry
Physical Science
Content Standard B:
* Motions and forces
The motion of an object can be described by its position,
direction of motion, and speed.
* Transfer of Energy
Energy is a property of many substances and is associated with
heat, light, electricity, mechanical motion, sound, nuclei, and
the nature of a chemical. Energy is transferred in many ways.
Science and Technology
Content Standard E:
* Understanding about Science and Technology
Many different people in different cultures have made and
continue to make contributions to science and technology
History and Nature of Science
Content Standard G:
* Science as a Human Endeavor
* Nature of Science
* History of Science
STUDENT OBJECTIVES
After viewing the program and participating in the follow-up activities, students/participants should be able to...
• Give a definition for a machine.
• Give a definition for the term compound machine.
• Tell what simple machines are found within certain compound machines.
ASSESSMENT TOOLS
This lesson provides you with three different assessment tools. Together they
make it possible to follow closely the progress of your students and to judge their
mastery of the subject matter.
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The Pre-Test Blackline Master #1 can be used to get some idea of students’
understanding of the topic before the video is presented.
The Post-Test, presented as Blackline Master #9, can be used as a final test for
the lesson.
The Video Quiz and its accompanying answer sheet (Blackline Master #2) can
be used either as a way to introduce the topic prior to showing the video or to
judge student mastery once the video has been presented.
TEACHER PREPARATION
View the video and review the accompanying activities. Duplicate any blackline
masters you wish to distribute. If you plan to use the Video Quiz, which immediately follows the video presentation, you may wish to have copies of the quiz
ready to distribute at the completion of the video program. Also, plan to pause
the tape between questions if students require more time.
INTRODUCING THE PROGRAM
Ask the class to name the six simple machines (lever, wqheel and axle, pulley,
inclined plane, wedge, screw). Remind them that all machines of our modern
world are linked in one way or another to those six simple machines.
VIEW THE PROGRAM
Viewing time for this program is 10 minutes. The video quiz that follows the
presentation will take about 5 minutes when you build in pauses for recording
answers.
DISCUSSION QUESTIONS
You may wish to conduct a discussion after viewing the program based on the
following:
1. Ask the students to describe some compound machines they use around the
house. Can they pick out which simple machines are used in each compound
machine?
2. How would life be different if we didn’t have any machines?
3. Have any of the students heard about Rube Goldberg before? Have they seen
any of his wonderful inventions? Who remembers what he was trying to do with
his illustrations? (Poke fun about the complicated inventions that were introduced at the turn of the Century - he designed complicated procedures for accomplishing simple tasks)
4. In the early 1940’s, a Patent Office official declared that the United States
Patent office should be closed because everything useful had now been invented. What do you think of that statement?
3
BLACKLINE MASTER DESCRIPTIONS
This program contains nine blackline masters that can be used to reinforce ideas
and information presented in the program.
• Blackline Master #1: Pre-Test provides a way of finding out how much students know about the material covered in this lesson before you present it.
Student scores on the Pre-Test can be compared with their scores on the final
Post-Test (Blackline Master #9).
• Blackline Master #2: Video Quiz is to be used at the end of the program. At
the completion of the program, there is a short quiz. The narrator will read the
questions which are displayed on the screen. Students can use Blackline Master
#2: Video Quiz to record their answers. Answers to the questions are provided
in the Answer Key section of this teacher’s guide.
• Blackline Master #3: Find Out More asks students to find out more information about Archimedes the famous mathematician and inventor who lived over
2000 years ago.
• Blackline Master #4: Expert Challenge is an assignment designed for those
with some mathematical ability and patience. Archimedes had once boasted that
if he had a place to stand and a lever long enough he could move the earth. The
challenge is to determine the length of the effort arm for a lever used to move the
earth given that the moon at its mean distance from the earth is used as the fulcrum. Students are supplied with information about the weight of the planet and
the mean distance of the moon. Also only 100 pounds of effort is to be used to
lift the earth.
• Blackline Master #5: Home Hunt challenges students to locate and identify
simple machines and compound machines used around their home. They can use
pictures from magazines or hand drawn illustrations to accompany their description of the simple machines found in each device.
• Blackline Master #6: The Bicycle is a perfect example of a compound
machine. Students are to identify some of the simple machines found in use on
their bicycle.
• Blackline Master #7: Rube Goldberg Designs provides information about
Rube Goldberg and asks students to finish the description of his famous “SelfOperating Napkin.”
• Blackline Master #8: Rube Goldberg Designs 2 asks students to finish the
description of another Rube Goldberg cartoon called “Pencil Sharpener.” Be
sure students know to include the four words at the top of the page. They should
4
help with the interpretation of the drawing. Also at the bottom of the page is an
opportunity for students to create their own Rube Goldberg machines.
• Blackline Master #9: Post-Test is the final test for this program.
ENRICHMENTACTIVITIES
• You may wish to dress up like Archimedes and visit the classroom as a guest
speaker. A white beard and toga would add a nice touch.
• Carry the Rube Goldberg inventions idea further to have some students build
working versions of their ideas.
• Remember the patent office employee who thought that the United States
Patent office should be closed because by the 1940’s everything of value had
been invented? How would life be differernt if we didn’t have some of the inventions that were patented after the forties?
• What are some of the inventions students can imagine for the future. How will
travel be different? How will communication be different? How will entertainment (television, radio, internet) be different 20 years from now?
ANSWER KEY
• BLACKLINE MASTER #1: PRETEST
1. a. make work easier
b. make work faster
c. change the direction of effort
2. A compound machine is a tool or device that is made up of two or more
simple machines.
3. The Law of Conservation of Energy states that energy can neither be created nor destroyed. It changes from one form to another.
4. friction, gravity, air resistance
5. lever, wedge
6. lever, wheel and axle, pulley, inclined plane, wedge, and screw
7. lever, wheel and axle
8. lever, wedge
9. to help cut down on friction
10. mechanical energy
• Blackline Master #2: Video Quiz
1. true
2. false
3. true
4. false
5. c
6. fulcrum
5
7.
8.
9.
10.
lever, wheel and axle, pulley, inclined plane, wedge, screw
make work easier, make work faster, change the direction of the effort
answers will vary
wheel and axle, wedge
• Blackline Master #3: Find Out More
answers will vary
• Blackline Master #4: Expert Challenge
13,200,000,000,000,000,000,000,000 lbs. x 240,000 miles = 100 lbs. x Le
Le = 31,680,000,000,000,000,000,000,000,000 miles
• Blackline Master #5: Home Hunt
Answers will vary
• Blackline Master #6: The Bicycle
wheel and axles, brakes are levers, handle bars for steering are wheel and axles,
The early bikes could move forward at high speed with little effort because the
big wheel was pedaled and the little wheel in back went around many times for
each single revolution of the larger wheel. In today’s bikes the idea is carried
over in the pedals which move through a larger circle than the sprokets of the rear
tire.
• Blackline Master #7: Rube Goldberg Designs
As you raise the spoon of soup (A) to your mouth it pulls string (B), thereby jerking ladle (C) which throws cracker (D) past parrot (E). Parrot jumps after cracker and perch (F) tilts, upsetting seeds (G) into pail (H). Extra weight in pail pulls
cord (I), which opens and lights automatic cigar lighter (J), setting off sky-rocket (K) which causes sickle (L) to cut string (M) and allow pendulum with
attached napkin to swing back and forth, thereby wiping off your chin.
• Blackline Master #8: Rube Goldberg Designs 2
Rube Goldberg gets his think-tank working and evolves the simplified pencil
sharpener. Open window (A) and fly kite (B). String (C) lifts small door (D)
allowing moths (E) to escape and eat red flannel shirt (F). As weight of shirt
becomes less, shoe (G) steps on switch (H) which heats electric iron (I) and burns
hole in pants (J). Smoke (K) enters hole in tree (L) smoking out opossum (M)
which jumps into basket (N) pulling rope (O) and lifting cage (P), allowing
woodpecker (Q) to chew wood from pencil (R), exposing lead. Emergency knife
(S) is always handy in case opossum or the woodpecker gets sick and can’t work.
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• Blackline Master #9: Quiz
1. A machine is any tool or device that does one or more of the following:
makes work easier, makes work faster, changes the direction of effort.
2. Two or more simple machines used together.
3. Efficiency of a machine has to do with how much work results from the
work input into the machine.
4. inclined plane, lever, pulley, screw, wedge, wheel and axle
5. a. wheel and axle, wedge
b. wedge, lever
c. wheel and axle, lever
d. wedges, lever
e. wheel and axle, lever
INTERNET RESOURCE
The following website may be a valuable source of additional information to
reinforce the objectives of this lesson:
1.) Work, Energy and the Simple Machines at http://www.unitedlearning.com will be designed as an electronic learning module specifically correlated to this Unit of Study. It will support and enhance the content and ideas presented in this series.
Compound Machines
Script of Narration
Machines play an important role in our lives. We depend on them for construction, transportation, household chores and all kinds of other daily jobs and
activities.
A machine is defined as a tool or device that does one or more of the following things; make work easier, makes work faster, changes the direction of the
effort or force. Therefore, to be considered a machine a tool or device must do
one or more of those things.
A lawn mower is a machine because it makes work easier and faster.
Life would be very different if we didnít have lawn mowers.
There is one very important thing to remember, a machine can not do more
work than the energy put into it. In other words machines can’t create energy.
They can change one form of energy to another. Such as solar cells changing
light energy into electricity to power this calculator.
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The girl’s mechanical energy is used to turn this generator to get electrical
energy to light the bulb. Mechanical energy changes to electrical. To take it a
step further the girl is able to develop mechanical energy because of the chemical energy she gets from the food she eats and the electrical energy is changed
to light and heat energy when the bulb lights up.
The Law of Conservation of Energy says that energy is neither created nor
destroyed, it remains constant as it changes from one form to another.
Unfortunately most machines are not totally efficient. Efficiency is based on a
comparison of the amount of energy put into a machine and the amount of
energy it supplies.
Cars are only about 25% efficient because a great deal of the energy supplied
as fuel is wasted as heat. No machine is 100% efficient because friction is produced by all machines.
Friction is a force that opposes motion. It wastes energy in the form of heat
and wear and tear.
That’s why oil and grease are used in machines with many moving parts. The
oil or grease will help cut down on friction and help to improve performance
and efficiency.
What machines do for us is to use work in a more useful way.
Take energy of one kind and change it to energy of another kind to get a job
done.
The person using the shovel is using energy from the food they’ve eaten to
develop the mechanical energy needed to move the leaves.
All the machines that we have become accustomed to in our modern society
have their basis in six simple machines that have been used by people throughout much of history.
The lever, wheel and axle, pulley, inclined plane, wedge and screw have been
used for thousands of years to make work easier, faster, or to change the direction of effort.
The lever consists of a plank that is free moving and a turning point which is
fixed or stationary. The turning point is called a fulcrum.
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The idea is to move a load which is located at one end of the plank with a force
that is applied at the other end.
If the load is closer to the fulcrum than the force the load can be lifted with less
effort.
The wheel and axle is a simple machine closely related to the lever. It too, can
make work easier.
The wheel represents the effort arm and the axle represents the resistance arm.
Since the radius of the wheel is longer than the radius of the axle a mechanical
advantage is achieved.
The pulley is made up of a grooved wheel with a rope or belt passing through
it.
When used as a single fixed pulley it simply changes the direction of effort.
We pull down and the sail goes up.
However, when used as a movable pulley or as a combination of pulleys there
is a definite advantage gained. A small force can be used to lift a great weight.
The inclined plane is used to move objects from one elevation to another with a
decrease in effort.
Moving this heavy carton into the van is easier with a inclined plane.
Wedges are tools or devices that have cutting edges, knives, razors, scissors
and tips of shovels are all examples of wedges.
And finally the last simple machine, the screw is used to hold materials such as
furniture or automobiles tightly together.
These machines have been used throughout the world for thousands of years.
They are still used today and can be found as the basis for all other machines.
A compound machine is two or more simple machines combined.
This unusual device is actually an apple or potato peeler.
To begin we spear an apple on the wedge shaped prongs.
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Next the cutting blades are adjusted. There is a blade on the side that peels
away the apple skin. There are also cutting blades that are located in such a
way that as the apple moves forward it is cut into a long spiral.
When the crank, which is a wheel and axle, is turned the apple spins and at the
same time moves forward towards the main blade. The apple is peeled and cut
into a spiral slice.
The diameter of the circle the crank moves through is much larger than the
diameter of the axle. The mechanical advantage is large and therefore the
effort required to turn the apple is very small.
There is an additional simple machine in the axle. Notice how the axle resembles a screw. As the axle turns, the apple is moved forward towards the cutting
blades.
So this compound machine uses a couple of wedges, a wheel and axle, and a
screw to perform its task.
Even heavy duty excavating equipment are made up of simple machines.
The excavators arm are a series of levers.
The scoop has sharp teeth or wedges so it can dig easily into the ground.
The entire vehicle moves because of wheels and gears.
These tower cranes use pulleys to lift heavy loads to the upper floors of skyscrapers.
Rube Goldberg was a engineer and cartoonist who is best known for his drawings of how some very simple tasks can be made into very complicated
ordeals.
Mr. Goldberg was poking fun at the fascination people had for tools and gadgets. His cartoons appeared in newspapers from the early 1900’s to the 1960’s.
His artwork is so famous that the name Rube Goldberg is used to mean anything done in a complicated fashion.
His contraptions often included simple machines and common household
items.
10
This Rube Goldberg machine is titled “Self-Operating Napkin”. As the explanation says, Professor Butts walks in his sleep, strolls through a cactus field in
his bare feet, and screams out an idea for a self-operating napkin.
Notice the letters next to the different parts of the diagram. They were used to
help explain how things worked. For example the explanation for this device
would read; as you raise spoon of soup (A), to your mouth it pulls string (B),
thereby jerking ladle (C) which throws cracker (D) past parrot (E). And so on.
Lets try this again but this time without the letters. We’ll add some animation
to help visualize how the machine works.
As you raise spoon of soup (A), to your mouth it pulls string (B), thereby jerking ladle (C) which throws cracker (D) past parrot (E). Parrot Jumps after
cracker and perch (F) tilts, upsetting seeds (G) into pail (H). Extra weight in
pail pulls cord (I) which opens and lights automatic cigar lighter (J), setting off
sky-rocket (K) which causes sickle (L) to cut string (M) and allow pendulum
with attached napkin to swing back and forth thereby wiping off your chin.
After the meal, substitute a harmonica for the napkin and youíll be able to
entertain the guests with a little music.
So we owe a lot to the simple machines that are found all around us.
Now it’s time for the Video Quiz on some of the information from today’s
presentation. There will be ten questions.
The first four questions are true or false.
Here is question number one.
A compound machine is made up of two or more simple machines. True or
False
Here is question number two.
Automobiles are about ninety percent efficient. True or False
Here is question number three.
The Law of Conservation of Energy states that a machineís work output can’t
be greater than it’s work input. True or False
Question number four.
Friction is a force that can make work easier. True or False
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The next two questions are multiple choice. Select the best answer from the
four choices.
Question number five.
No machine is 100 percent efficient because some energy must be used to overcome ___________.
a. speed
b. distance
c. friction
d. weight
Question number six.
The pivot point for a lever is called the ___________
a. resistance b. fulcrum
c. effort
d. energy
The next four questions require short answers.
Question number seven.
Name the six simple machines.
Question number eight.
To be considered a machine, a tool or device must do one or more of the following things:
Question number nine.
Name some common compound machines from around the house or school.
Question number ten.
What simple machines are found in a pencil sharpener?
12
1
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
PRE-TEST
DIRECTIONS: Write the answers to the following questions in the places provided.
1. To qualify as a machine, a tool or device must do one or more of the following things:
a.
b.
c.
2. What is a compound machine?
3. What is the Law of Conservation of Energy?
4. What force stops machines from being 100% efficient?
5. Scissors are an example of a compound machine. What simple machines are
represented by a pair of scissors?
6. Name the six simple machines.
7. What simple machines are found in a wheelbarrow?
8. A shovel is a compound machine made up of what simple machines?
9. Why do motors and engines use oil and grease?
10. If a person is riding a bicycle they will change the chemical energy of the food they
have eaten into ______________ energy to pedal the bicycle.
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
2
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
VIDEO QUIZ
DIRECTIONS: At the end of the video presentation there will be a short video quiz. You
can write your answers to the questions on this sheet.
True or False (Circle either True or False)
1. A compound machine is made up of two or more simple machines. True or False
2. Automobiles are about 90 percent efficient. True or False
3. A machine’s work output can’t be greater than it’s work input. True or False
4. Friction is a force that can make work easier. True or False
Multiple Choice
5. No machine is 100 percent efficient because some energy must be used to overcome
a. speed
b. distance c. friction d. weight
6. The pivot point for a lever is called the __________
a. resistance b. fulcrum c. effort d. energy
Short Answer
7. Name the six simple machines. ______________ ______________
_____________ _______________ _______________ __________________
8. To be considered a machine, a tool or device must do one or more of the following
things:
a. ________________________________________________________________
b. ________________________________________________________________
c. ________________________________________________________________
9. Name some common compound machines from around the house or school.
10. What simple machines are found in a pencil sharpener?
“Work, Energy and the Simple Machines
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
3
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
FIND OUT MORE
Find Out More About
Archimedes led a very interesting life. Take a trip to the library or the Internet and find out
more about his personal and professional life. Remember he lived over 2000 years ago and
yet contributed an unbelievable amount of mathematical and scientific knowledge to the world.
Here are a few of his accomplishments to get you interested in finding out more.
He developed a device for lifting water from one level to another that is still in
use today. It is used in some countries to irrigate farm land.
He began the science of hydrostatics, which deals with the pressure of liquids.
He discovered the principle of buoyancy.
He predicted eclipses of the sun and moon.
He discovered the principle of specific gravity.
He estimated the distances to the five planets they knew of during his life.
He invented war machines that defended the city of Syracuse from a massive
Roman Army for three years.
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
4
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
EXPERT CHALLENGE
Could Archimedes Have Moved the Earth?
Archimedes had once boasted to the king of Syracuse that if he had a place upon which to
stand, and a lever long enough he could move the earth. The task set before you is not an easy
one. In fact it may challenge your mathematical ability to its limit. This is not an activity for
the weak of heart. Solve the following question using the information provided on this worksheet.
QUESTION: How long would the effort arm of the lever have to be if the moon at its mean
distance from the earth is used as the fulcrum and Archimedes only wants to use a force of 100
pounds to move the earth?
(Hint: length of effort arm x effort = length of resistance arm x resistance)
Le x E = Lr x R
Earth weighs:
13,200,000,000,000,000,000,000,000 pounds
240,000 miles
from the
moon to the
earth
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
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Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
HOME HUNT
Directions: Find examples of simple machines in and around your home. Include a picture and a description of each. The description should tell what simple machine or machines are used in each device.
Example: Blender
Wedges on the spinning blades to chop up food
Wheel and axles (gears) inside connected to electric motor to adjust speed of
spinning blades.
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
6
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
THE BICYCLE
A bicycle is a perfect example of a compound machine. There are many simple machines working together to make the bicycle a splendid means of transportation. Your job today is to take a spin on your bicycle
and try to identify some of the simple machines that play a part in the bicycle’s performance. Here is a
picture of a bicycle that you can use as a reference. Write down the simple machines you find and then
draw a line to its location on the bicycle.
Here is a picture of the way early bikes were constructed. Notice the large wheel in front and the
small wheel in back. Why do you think these bikes were built like that? Today’s bicycles still use a
major idea associated with the early bikes. Look closely
at the relationship of the large pedal wheel and the small
wheel in the rear. How is that idea still used today?
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
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Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
RUBE GOLDBERG DESIGNS
Rube Goldberg was a Pulitzer Prize winning cartoonist, author, engineer, and sculpture. He lived from 1883
to 1970. His cartoons were published in newspapers from the early 1900’s to the 1960’s. He poked fun at the
complicated inventions that appeared at the start of the 20th Century. He thought up complicated ways to
accomplish simple everyday tasks or jobs. He often used simple machines or principles associated with simple machines to accomplish these tasks.
DIRECTIONS: Here is a copy of the Rube Goldberg cartoon discussed in the video. See if you can finish the
directions listed below the illustration.
Rube Goldberg TM & © of Rube Goldberg, Inc.
As you raise the spoon of soup(A) to your mouth it pulls string (B), thereby jerking ladle (C)
which
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
8
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
RUBE GOLDBERG DESIGNS 2
Here is a Rube Goldberg cartoon entitled “Pencil Sharpener.”
DIRECTIONS: Finish the description below the cartoon to explain what happens. Here are
some words to use in that description:
moths
electric switch
opossum
woodpecker
Rube Goldberg TM & © of Rube Goldberg, Inc.
Rube Goldberg gets his think-tank working and evolves the simplified pencil sharpener.
Open window (A) and fly kite (B). String (C) lifts small door (D)
Try creating one of your own Rube Goldberg machines. Here are some topics:
* Shut off alarm clock
* Peel an apple
* Wake up and make bed
* Automatic garage door opener
* Automatic dishwasher
* Your original idea
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.
9
Name ____________________
Work, Energy, and the Simple Machines: Compound Machines
POST-TEST
DIRECTIONS: Answer the following questions in the space provided.
1. Give a definition for the term machine.
2. What is a compound machine?
3. What is meant by the efficiency of a machine?
4. Here are illustrations of each of the six simple machines. Write their name under each illustration.
5. What simple machines can be found with the following common objects?
a. pencil sharpener
b. shovel
c. wheelbarrow
d. scissors
e. bicycle
“Work, Energy and the Simple Machines”
©2001 Colgren Communications
All rights to print materials cleared for classroom duplication and distribution.