Simple Machines
Teacher Information
Goal
Student will understand how simple machines and complex machines assist people that
are disabled
Background Information
Students will already be familiar with simple and complex machines and be able to
calculate, mechanical advantage of a machine.
Sensitivity
It is vital that teachers consider the sensitive nature of this project before assigning it.
Make sure the project is cleared with parents and administrators, and that they are aware
of the activities. Also check with local agencies and ask for their professional assistance.
They can also be a wonderful resource.
Materials
1. Project journal or notebook-students will be keeping track of progress as well
as doing reflective writing about the project
2. Various equipment designed to assist disabled individuals: wheelchairs,
braces, canes, etc.
3. Slides of disabled individuals and symbols (optional)
4. Materials to simulate disabilities: blindfolds, slings, earplugs, etc. (optional)
5. Machines will be made from materials provided by or requested by the
students
6. Student response forms
Preparatory Activities
These are optional, but will provide a foundation for this project and will allow preassessment of attitudes
Step 1: Determining Attitudes-Brainstorming
1. Show slides, photographs, or drawings of people with disabilities (some might
not be recognizable)
2. Ask students what these photographs make them feel and think and list these
items on the board
3. Ask students what they know about people that are disabled and list these
items on the board
4. If someone in your class is disabled, ask them to relate what they think others
know about them or have a guest speaker visit your classroom
5. Have students write in a journal (or spiral notebook) about their interactions
with disabled people. Then have them write down what specific tasks they think
might be difficult for different disabilities.
6. After writing, have students get into groups of three or four. One of these
students will choose a disability to "take on" for the following day. Make sure
disabilities are all different, and clearly establish start and finish times of
simulation, as well as limits.
Ideas
1.
2.
3.
4.
5.
Blindness - simulated with a blindfold
Deafness - simulated with earplugs and headphones
Paraplegic/Quadriplegic - obtain a wheelchair
Leg/feet disabilities - obtain crutches or arm braces or walker
Arm/hand disabilities - restrain limbs with wraps or slings
The others in the group will assist this individual throughout the day and make sure they
remain disabled. After spending a day disabled, students will fill out the student
questionnaire.
Step 2: While students are "disabled," conduct class activities that will allow them to test
the limits of their disability. These could be set up as stations and students could rotate in
groups.
Ideas
1. Eat a plate of spaghetti
2. Putt a golf ball
3. Go up a hill/ramp
4. Throw away a piece of trash
5. Complete an obstacle course
6. Pick up a fallen object
7. Entering a classroom
8. Brushing teeth
9. Going up the stairs
10. Copying off the chalkboard
11. Etc.
Following the activity, have students complete the student questionnaire. Have students
add this sheet to their project journal/folder.
Helping Machines
Name ______________________________
Period _____________________________
Date _______________________________
Student Questionnaire - A Day Disabled
Answer the questions in the spaces provided.
1.
What disability did your group choose?
2.
What tools did you use to simulate this disability?
3.
How difficult were each of the following tasks for you or your disabled member
to accomplish? Rate these on a scale of 1-5, 1 being easy to accomplish, and 5 being
impossible.
Going up the stairs
Opening doors
Eating
Entering a classroom
Sitting in a desk
Brushing your teeth
Seeing the chalkboard
Lifting a box
Stepping up a curb
Writing with a pencil
Other activities:
______________________
______________________
______________________
______________________
______________________
______________________
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
1. Select the activity that caused you the most difficulty. In the space that follows,
brainstorm with your group about how that activity could have been made easier for the
disabled individual (consider simple and complex machines!):
2. Is our school "disabled friendly"? Draw a floor plan of the school and designate the
locations where a person with a disability might have problems.
Step 3: As a class, discuss the activities that were the most challenging. List those on the
board. Next to these items, list ideas students have to make these tasks easier.
Step 4: Display types of equipment designed to assist people with disabilities. Ask
students to identify the simple machines that make up these apparatuses.
Step 5: Have students begin "A Helping Machine"
A Helping Machine
Purpose
Students will determine which simple and complex machines are used to assist disabled
individuals and will then design and build an apparatus that will assist a disabled
individual in completing a task. They will determine the mechanical advantage. Students
will prepare a presentation to display these machines.
Time Required
One week to four weeks depending on the scope of the project.
Simple Machines
Name _____________________________
Group Members
___________________________________________
___________________________________________
A Helping Machine
Purpose
Using knowledge of simple and complex machines, students will construct a machine
intended to assist a disabled person in performing a chosen task.
Step One
Choose a task or activity that someone with a disability might have a difficult time
accomplishing. In detail, describe the disability and the task in the following space:
Step Two
Using simple machines and materials of your own choice, design and construct a
complex machine to help the disabled individual complete the task. Describe your idea
in the following space:
Step Three
Draw a diagram of your machine and label the simple machines in the following space:
Step Four
When completed, have your diagram approved by the teacher.
Teacher Signature:
_________________________________
Step Five
Sketch and label your design in your project journal. Begin construction. As you find
flaws in your design, sketch the proposed changes and keep detailed track of the results in
your journal.
Step Six
Complete your machine and prepare your presentation. Your group will present the
completed apparatus in a formal presentation to the class. Assume that the people you
will be presenting to all have the disability for which the apparatus is intended. You will
try to convince them that your machine is useful and worth their money. In your
presentation include:
1. Why you chose this project
2. What the apparatus does
3. A history of the machine. Are there any machines on the market that are
similar to this one?
4. A calculation of the mechanical advantage
5. A demonstration of the apparatus
6. The usefulness of this machine
7. Any other important details
Scoring Guide
Your machine and presentation will be graded on the following scale:
Machine
1. The use of simple machines in machine construction
4 pts Uses at least 4 simple machines
3 pts Uses 3 simple machines
2 pts Uses 2 simple machines
1 pt
Uses only 1 simple machine
2. The reliability of the machine
4 pts Worked as planned to complete the task
3 pts Did not work as planned, but completed the task
2 pts Partially completed the task
1 pt Completely constructed, but did not work
3. The uniqueness of the machine
4 pts Never been done before
3 pts Done before, but rarely
2 pts Done many times, but differently
1 pt Very common
4. The usefulness of the machine
4 pts This machine can be used daily for a variety of tasks
3 pts This machine can be used daily for one task
2 pts This machine can be used at least once a week
1 pt This machine can be used no more than once a month
5. Calculations
4 pts Correctly calculated mechanical advantage
3 pts Correctly calculated mechanical advantage for part of the machine
2 pts Miscalculated mechanical advantage
1 pt Did not calculate mechanical advantage
6. Presentation
4 pts Included all required information
Highly persuasive
Organized delivery of material
Every member equally involved
3 pts Included most information
Mildly persuasive
Adequate delivery of material
Some members not as included
2 pts Key requirements omitted
Attempted persuasiveness
Disorderly delivery of material
Unequal distribution of participation
1 pt Obvious lack of information
No persuasiveness
Confusing delivery of material
All work done by one or fewer members
7. Project Journal
4 pts Complete, detailed entries and sketches made on a daily basis
3 pts Less detailed entries ands ketches made on a daily basis
2 pts Less detailed entries and sketches made sporadically
1 pt Entries incomplete and infrequent
Simple Machines
Going Further
This activity lends itself naturally to a variety of additional activities. Here are just a few
to consider:
Survey the school. Find areas that are not disabled accessible and organize a service
project to change that area.
Survey the community. Find out the federal and municipal building codes for the
disabled. Explore local buildings and record problem areas and violations.
Include the disabled community. Have local organizations participate in your project.
They will provide valuable information and an unforgettable experience for your students
. . . and so many more!