Simple and Compound Machines: How They Work
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING SIMPLE AND COMPOUND MACHINES: HOW THEY WORK
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program
Introduction to Vocabulary .
Discussion Ideas . . . . . . . .
Focus . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . .
Vocabulary . . . . . . . . . .
Checking Comprehension
Brooms and Levers . . . . .
Compare/Contrast . . . . .
Inclined Planes . . . . . . . .
Checking Vocabulary . . .
Test . . . . . . . . . . . . . . . .
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SECTION 1
SECTION 2
SECTION 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .28
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
1
© Copyright 1998 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 1998 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 1998 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 1998 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language preparedness,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 1998 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 1998 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: words, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
AFTER VIEWING THE
PROGRAM
SECTION 4
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
7
© Copyright 1998 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
M A TH
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
8
© Copyright 1998 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabulary
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 1998 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 1998 AIMS Multimedia
Simple and Compound Machines: How They Work
THEMES
How systems work is a common
theme in the physical sciences, and
this module is no exception. Related
themes include energy and change.
The module also examines causeand-effect relationships and the relationship of parts to the whole and the
whole to its parts.
OVERVIEW
This program examines six simple
machines that affect our lives every
day: the lever, wheel and axle, pulley,
inclined plane, wedge, and screw.
OBJECTIVES
The program begins as two students
visit an equipment rental and repair
store for help with a school science
project. The woman who runs the
shop gives the students a lesson. She
begins with definitions of machine
and work. This background places
her examples in just the right context
for learning.
A
To define machine
A
To explain the difference between
simple machines and compound
machines
A
To identify the six kinds of simple
machines and show examples of
each
As the tour proceeds, the students
learn the vocabulary needed to
understand the concepts and physical
laws that govern simple machines.
A
To explain the concepts of work,
resistance, and force
A
To teach physical principles that
govern the operation of simple
machines
The shop owner demonstrates how
each of the six kinds of simple
machines works and displays some
surprising examples of each.
Scissors, door knobs, screwdrivers,
water spigots, chain hoists, loading
ramps, knives, nails, and can openers
are all simple machines. The students
also examine how simple machines
can be combined to create compound
machines.
A To show how several simple
machines can be used together to
make a compound machine
11
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
INTRODUCTION TO
THE PROGRAM
INTRODUCTION TO
VOCABULARY
To prepare students for Simple and
Compound Machines: How They
Work, ask volunteers to explain what
a machine is and to give examples of
several machines.
To ensure that all students understand
the vocabulary used in Simple and
Compound Machines: How They
Work, review basic vocabulary,
especially the more difficult scientific
concepts: force, work, and effort, as
well as lever, wheel and axle, pulley,
wedge, inclined plane, and screw.
You may want to bring samples of
each of these simple machines to
class so students can examine and
manipulate them before and after
they view the program or use the CDROM. More complicated terms, such
as resistance arm, effort arm, and fulcrum will be explained in the program; however, you may want to
explain these terms, too.
Then ask the students to list the simplest machines they can think of. Ask:
Is a door knob a machine? an ax? a
pair of scissors? Encourage students
to explain their ideas.
Explain that the scientific definition of
machine is “something that does
work.” Work occurs when something
causes something else to move. By
this definition, a door knob is a
machine because it does work: it
moves a door mechanism. An ax is a
machine because it too does work by
causing something else to move.
Scissors do work also.
FOCUS
Before viewing the program, have
students jot down several questions
they
have
about
machines.
Encourage them to think about
answers to these questions based on
what they learn in Simple and
Compound Machines: How They
Work.
If, after viewing the program or using
the CD-ROM, they have additional
questions or their questions were not
answered, encourage them to find the
answers to these on their own and
share their findings with the class.
They may need to conduct simple
experiments to find out.
DISCUSSION IDEAS
List on the board all the machines students can see in the classroom, such
as a pencil sharpener, paper cutter,
objects with wheels, and computers.
Encourage students to think of a way
to classify all of these machines into
categories. They may think of more
than one method of classification.
(Although the ultimate goal of the lesson is to focus on simple machines, it
will be useful for students to impose
some kind of organization on their
machines, perhaps by function—such
as hand-held machines and
machines you cannot hold—or
source of power, such as electric
machines and mechanical machines.)
13
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
JUMP RIGHT IN
HOW TO USE THE
SIMPLE AND COMPOUND MACHINES: HOW THEY WORK AIMS TEACHING MODULE
Preparation
A
A
Viewing SIMPLE AND COMPOUND
MACHINES: HOW THEY WORK
Read Simple and Compound
Machines: How They Work
Themes,
Overview,
and
Objectives to become familiar
with program content and expectations.
A
A
Use Preparation for Viewing
suggestions to introduce the topic
to students.
A
Set up viewing monitor so that all
students have a clear view.
Depending on your classroom
size and learning range, you may
choose to have students view
Simple
and
Compound
Machines: How They Work
together or in small groups.
Some students may benefit from
viewing the video more than one
time.
After Viewing SIMPLE AND
COMPOUND MACHINES: HOW THEY
WORK
A
Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
A Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
A Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
A You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
A Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
A Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
14
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
SUGGESTED ACTIVITIES
Writing
Have students keep a record for a day or a week of all the simple machines they use in their
lives. Then have them write about which kind of simple machine they use the most and the least.
Which machines do they think others use most and least? Which machine do they think has
been the greatest help to humanity, and why?
60+ Minutes
Critical Thinking
A lever can be either a force multiplier or a distance multiplier (or both) depending on where
the fulcrum is placed. Have students explain why this is so. They may want to conduct simple
experiments using a broom, a pair of scissors, a nutcracker, or other levers.
30 Minutes
Connection to Mathematics
M A TH
When the force exerted on a lever and the resistance, or weight, are the same, the lever is balanced. The mechanical advantage of the lever is 1. But if a 10-pound weight can be raised by
an effort of 2 pounds, the mechanical advantage is 5. (10 pounds divided by 2 pounds.)
Construct your own lever. How long must the effort arm and resistance arm be to create a
mechanical advantage of 5?
30 Minutes
Meeting Individual Needs
Have small groups of students create a poster with six columns. At the top of each column have
them draw a simple diagram of one of the six simple machines they have learned about.
Beneath each diagram, have them list examples of each type of simple machine. The examples can come from the classroom or real world.
30 Minutes
Connection to History
HI ST OR Y
Have students find out about one invention that has changed the course of history. They may
want to consider the wheel, the sewing machine, the telephone, the stirrup, the internal-combustion engine, the computer, the printing press, the mechanical clock, and so on. Have them
present an oral or written report about the invention and how it has changed human history.
45 Minutes
15
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Hands-on Activity
Have students build a small lever using classroom objects, such as a ruler. Encourage them to
use standardized weights or paper clips to experiment with the lever. Have students experiment
with moving the fulcrum. How does the amount of weight lifted vary as they move the fulcrum?
15 Minutes
Link to Language Arts
Have students stage a mock debate about which is more useful to humanity: a lever or an
inclined plane. (You may or may not want to remind students that a wheel and axle are a type
of lever and that a wedge is a type of inclined plane.) Students will need to prepare arguments
and counterarguments to support their position.
LA NG UA
GE
AR TS
40 Minutes
Connection to Mathematics
M A TH
Work is define as force multiplied by the distance over which the force acts. For example, if
you need to lift a 300-pound barrel three feet into a truck, then 900 foot-pounds of work is
required. (300 pounds times 3 feet equals 900 foot-pounds.) Since you probably cannot lift
300 pounds, you need to use an inclined plane. If the inclined plane is 10 feet long, then 90
pounds of force will be required to roll the barrel up the ramp into the truck. (900 foot-pounds
divided by 10 feet equals 90 pounds.) The total work is still 900 foot-pounds, but the effort is
modified so that only 90 pounds of effort is needed. How much effort will you need if the ramp
is 5 feet long? 20 feet long?
10 Minutes
Writing
Have students choose one of the six simple machines and write about it. They will need to
explain how the machine works and what it is useful for. Students should assume their audience knows nothing at all about this machine. Have them explain how this machine can help
people in their daily lives.
30 Minutes
In the Newsroom
Arrange the class into teams. Have each team create a video documentary about one of the
six types of simple machines. Teams will want to include in their documentary how the machine
has been used throughout history and how it is used today. They will want to show how it
works. Teams will need to fairly divide up the research, writing, filming, and narrating.
60 Minutes
16
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Link to the World
Some compound machines, called robots, can replace human workers. Have students find out
about robotics. What are the benefits and disadvantages of robotics to human workers? Can
robots perform tedious tasks? Can they put human workers out of work? Have students take a
stand for or against robotics.
45 Minutes
Connection to History
HI ST OR Y
History is filled with great inventors. Have students research one inventor, such as Eli Whitney,
Leonardo da Vinci, Thomas Edison, Archimedes, Galileo, Isaac Newton, Samuel Slater, Elisha
Otis, Isaac Singer, Eli Whitney, John Fitch, Cyrus McCormick, and so on. Then they can explain
orally or in writing about the significance of this inventor and his inventions.
60 Minutes
Culminating Activity
Have students, in pairs or small groups, brainstorm to use one or more of these six simple
machines to invent a useful machine of their own. Have the inventors build a prototype
machine and demonstrate its usefulness to the class.
60 Minutes
17
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
VOCABULARY
The vocabulary words below are from Simple and Compound Machines: How They Work. Use each
word below in a sentence that shows you understand what it has to do with simple or compound
machines. Give an example, if appropriate.
1. simple machine________________________________________________________________
2. compound machine ____________________________________________________________
3. force ________________________________________________________________________
4. work ________________________________________________________________________
5. lever ________________________________________________________________________
6. resistance arm ________________________________________________________________
7. effort arm ____________________________________________________________________
8. fulcrum ______________________________________________________________________
9. wheel and axle________________________________________________________________
10. pulley ______________________________________________________________________
11. inclined plane________________________________________________________________
12. wedge ______________________________________________________________________
18
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
CHECKING COMPREHENSION
Complete each sentence below with a word or words that make sense. Some words may be used
more than once.
WORD BANK
wheel-and-axle machine
pulley
wedge
fulcrum
machine
force
screw
work
lever
1.
A(n) ____________________ is a device that does work by trading distance for force or
force for distance, as in a lever or inclined plane.
2.
Effort is the ____________________ it takes to move something.
3.
A(n) ____________________ is a simple machine with a wedge at one end, an inclined
plane wrapped around an axle in the middle, and a wheel at the other end.
4.
____________________ is done when a force causes an object to move.
5.
A(n) ____________________ is a simple machine made of a bar that lifts a weight at one
end when force is applied to the other end.
6.
A door knob is a ________________________________ .
7.
A(n) ____________________ is a wheel that transmits power to a rope, chain, or belt
passing over its rim.
8.
Two back-to-back inclined planes create a ____________________ .
9.
A(n) ____________________ is a ramp that decreases the effort it takes to move something
by increasing the distance it is moved.
10. A(n) ____________________ is the point on which a lever turns.
11. A knife is a type of ____________________.
12. A broom is a kind of ____________________
19
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
BROOMS AND LEVERS
Conduct an experiment to see how a broom works as a lever. First, place one hand in the middle of
the broom handle to act as a fulcrum. Place your other hand at the top of the broom and push.
1.
What happens? ________________________________________________________________
2.
Which way did you push? ________________________________________________________
3.
Which way did the broom bristles move?____________________________________________
4.
Does the lever cause direction to change? __________________________________________
5.
Approximately how far did your arm move? ________________________________________
6.
Approximately how far did the broom bristles move?__________________________________
7.
Is the lever a distance multiplier or a force multiplier? Why? ____________________________
______________________________________________________________________________
8.
Did it take the same amount of time for your arm to move its distance as it took the broom
bristles to move its distance? ______________________________________________________
9.
Which, then, must have moved faster? Why? ________________________________________
______________________________________________________________________________
10. Is the lever a speed multiplier? Explain. ____________________________________________
______________________________________________________________________________
Now conduct a similar experiment. Only this time let the hand at the top of the broom work as a
fulcrum. Move the hand in the middle of the broom. Answer the same series of questions.
11. How is this lever different from the other lever? ______________________________________
Now try conducting the first experiment again, only this time move the fulcrum up and down.
12. What differences do you notice? ______________________________________________________________
20
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
COMPARE/CONTRAST
Choose two simple machines that you have learned about. Compare and contrast each. What uses
does each have? What examples of each kind of machine can you think of? List your ideas below.
COMPARE
CONTRAST
21
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
INCLINED PLANES
Use a ruler to draw a triangle that represents an inclined plane. Below this sketch show how two of
these triangles can be placed back-to-back to form a wedge. Then write or draw to explain how an
inclined plane can be used in a screw.
At the bottom of the page, explain briefly what an inclined plane, a wedge, and a screw are used
for and how they work.
22
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
CHECKING VOCABULARY
Hidden in the chart below are 24 words that are either types of simple machines or relate to simple
machines. The letters of these words may be arranged horizontally, vertically, or diagonally, either
spelled forward or backward. Find and circle these 24 terms.
A
C
H
I
S
E
L
I
L
I
Z
A
T
I
E
G
D
E
S
A
X
O
N
N
N
E
U
E
E
S
A
H
P
O
R
P
C
M
H
X
V
C
R
T
E
S
P
E
C
N
A
T
S
I
R
E
A
L
S
Y
L
A
S
I
M
P
L
E
N
A
R
Y
E
F
F
O
R
T
I
I
B
T
E
S
A
H
P
O
O
E
W
E
U
C
O
T
R
R
N
R
E
L
N
I
U
M
S
R
D
E
L
F
L
A
G
E
L
E
V
E
R
T
T
A
S
C
R
E
C
A
H
P
R
E
T
N
D
B
P
E
E
M
I
A
I
A
R
M
Y
R
E
D
D
A
L
P
H
V
E
R
C
T
V
L
U
S
P
R
A
N
M
A
N
E
L
A
K
L
S
O
E
S
M
C
F
C
L
C
E
R
R
E
S
A
O
N
S
R
R
I
R
E
W
O
R
K
F
E
A
R
E
P
N
I
T
A
N
S
C
R
E
X
R
E
K
N
D
L
D
A
O
E
S
B
D
O
O
E
G
U
S
C
G
N
E
L
S
N
F
T
H
W
N
T
D
B
R
F
A
Y
E
U
M
R
E
W
O
P
S
O
U
I
O
L
P
R
D
E
R
C
C
P
F
A
I
C
W
R
O
M
N
U
C
T
H
L
U
T
Y
A
L
A
R
U
C
C
P
E
E
T
O
M
E
E
L
I
N
T
H
E
A
E
H
O
M
P
U
N
R
E
P
L
I
C
A
T
W
A
L
L
U
R
O
N
T
I
H
A
R
B
I
C
Y
C
L
E
T
N
I
A
C
B
R
W
M
O
D
G
N
D
I
T
A
M
O
R
H
E
force
inclined plane
nutcracker
work
screw
crowbar
lever
simple
bicycle
WORD BANK
effort
compound
ladder
fulcrum
screwdriver
needle
wheel
scissors
chisel
23
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
TEST
Circle the answer that best fits the question.
1.
What is a machine?
A
B
C
D
E
2.
What is a compound machine?
A
B
C
D
E
3.
When a motor is added to a machine
When several simple machines are combined
When a force causes an object to move
When an object remains still
None of the above.
What is a lever?
A
B
C
D
E
5.
a complex, complicated machine
an electrical machine
a machine that uses several simple machines
a machine with an engine
None of the above.
When is work done?
A
B
C
D
E
4.
something that does work
something that contains a lever
something that uses several simple machines
something that moves
a force or effort
a bar that makes it easier to lift heavy weights
a bar that lifts a weight at one end when force is applied at the other end
a bar that moves a weight a small amount when the fulcrum is near the weight
a bar that moves a weight a great deal when the fulcrum is far from the weight
All of the above.
What is the tradeoff in using a lever to lift a weight?
A
B
C
D
E
The
The
The
The
The
harder it is to lift the weight, the smaller the distance you will move it.
easier it is to lift the weight, the greater the distance you will move it.
fulcrum turns upward force into downward force.
easier it is to lift the weight, the smaller the distance you will move it.
more effort you put into it, the smaller the distance moved.
24
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
TEST CONTINUED
6.
How do you change the length of an effort arm or resistance arm in a lever?
A
B
C
D
E
7.
broom
crowbar
knife
scissors
nutcracker
How does a doorknob work like a lever?
A
B
C
D
E
9.
turning the arm around
moving the fulcrum
turning the arm over
turning over the fulcrum
impossible to change the length of an effort arm or resistance arm.
Which of the following is not a lever?
A
B
C
D
E
8.
by
by
by
by
It’s
The
The
The
The
The
knob acts as a fulcrum.
axle of the doorknob acts like a resistance arm.
axle of the doorknob acts like an effort arm.
lock is the fulcrum
edge of the knob receives effort; the axle acts as a fulcrum.
Which of the following is not a wheel-and-axle machine?
A
B
C
D
E
screwdriver
ax
steering wheel
pencil sharpener
water faucet
10. What does a fixed pulley do?
A
B
C
D
E
It allows you to lift heavy objects.
It changes the direction of a force.
It multiplies the effort.
It increases force.
All of the above.
25
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
TEST CONTINUED
11. What does a moveable pulley do?
A
B
C
D
E
It
It
It
It
It
allows you to change the direction of a force.
allows you to raise a flag on a flagpole.
requires you to use a lot of effort to lift objects.
allows you to use little effort to lift heavy objects.
requires a lot of effort to change the direction of a force.
12. Which of the following does not use a pulley?
A
B
C
D
E
a
a
a
a
a
flag pole
sail on a boat
hoist
fan in a car engine
paper cutter
13. How does an inclined plane work?
A
B
C
D
E
It increases the effort used to lift an object by decreasing the distance moved.
It decreases the effort used to lift an object by decreasing the distance moved.
It decreases the effort used to lift an object by increasing the distance moved.
It increases the effort used to lift an object by increasing the distance moved.
None of the above.
14. Which of the following is not an inclined plane?
A
B
C
D
E
a sloping road
a ramp
boat oars
a slide
stairs
15. What is a wedge?
A
B
C
D
E
a tool used to move heavy objects
a tool used to lift heavy objects
a compound machine that uses an inclined plane
a tool that is made up of an inclined plane and a lever
two back-to-back inclined planes that intersect to form a thin edge
26
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
Name
TEST CONTINUED
16. Which of the following tools do not use a wedge?
A
B
C
D
E
knife
chisel
plow blade
mop
nail
17. Why would you use a wedge?
A
B
C
D
E
to
to
to
to
to
hoist a heavy weight
move a heavy weight
change the direction of a force
cut metal
penetrate very hard objects
18. A sharp knife has
A
B
C
D
E
a thinner edge than a dull knife and takes less effort to move through wood.
a thinner edge than a dull knife and takes more effort to move through wood.
a thicker edge than a dull knife and takes less effort to move through wood.
a thicker edge than a dull knife and takes more effort to move through wood.
None of the above.
19. What simple machines can you find in a wood screw?
A
B
C
D
E
a
a
a
a
a
wedge, lever, and inclined plane
wedge, inclined plane, and pulley
wedge, inclined plane, and wheel and axle
wheel and axle, lever, and wedge
wheel and axle, lever, and pulley
20. Which of the following does not contain a screw?
A
B
C
D
E
drill bit
bottle cap
light bulb
bolt
hammer
27
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
How Does A Lightbulb Work?
The Age of Intelligent Machines
Robots: The Computer at Work
Robotics: The Future is Now
28
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 18
VOCABULARY
The vocabulary words below are from Simple and Compound Machines: How They Work. Use each
word below in a sentence that shows you understand what it has to do with simple or compound
machines. Give an example, if appropriate.
ANSWERS WILL VARY
1. simple machine________________________________________________________________
2. compound machine ____________________________________________________________
3. force ________________________________________________________________________
4. work ________________________________________________________________________
5. lever ________________________________________________________________________
6. resistance arm ________________________________________________________________
7. effort arm ____________________________________________________________________
8. fulcrum ______________________________________________________________________
9. wheel and axle________________________________________________________________
10. pulley ______________________________________________________________________
11. inclined plane________________________________________________________________
12. wedge ______________________________________________________________________
29
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 19
CHECKING COMPREHENSION
Complete each sentence below with a word or words that make sense. Some words may be used
more than once.
WORD BANK
wheel-and-axle machine
pulley
wedge
fulcrum
machine
force
screw
work
lever
1.
WORK
A(n) ____________________
is a device that does work by trading distance for force or
force for distance, as in a lever or inclined plane.
2.
FORCE
Effort is the ____________________
it takes to move something.
3.
SCREW
A(n) ____________________
is a simple machine with a wedge at one end, an inclined
plane wrapped around an axle in the middle, and a wheel at the other end.
4.
WORK
____________________
is done when a force causes an object to move.
5.
LEVER
A(n) ____________________
is a simple machine made of a bar that lifts a weight at one
end when force is applied to the other end.
6.
WHEEL AND AXLE MACHINE
A door knob is a ________________________________
.
7.
PULLEY
A(n) ____________________
is a wheel that transmits power to a rope, chain, or belt
passing over its rim.
8.
WEDGE
Two back-to-back inclined planes create a ____________________
.
9.
INCLINED PLANE
A(n) ____________________
is a ramp that decreases the effort it takes to move something
by increasing the distance it is moved.
FULCRUM
10. A(n) ____________________
is the point on which a lever turns.
WEDGE
11. A knife is a type of ____________________.
LEVER
12. A broom is a kind of ____________________
30
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 20
BROOMS AND LEVERS
Conduct an experiment to see how a broom works as a lever. First, place one hand in the middle of
the broom handle to act as a fulcrum. Place your other hand at the top of the broom and push.
ANSWERS WILL VARY SAMPLES GIVEN
1.
I push one way, the brooms bristles go the other way.
What happens? ________________________________________________________________
2.
Left
Which way did you push? ________________________________________________________
3.
Right
Which way did the broom bristles move?____________________________________________
4.
Yes
Does the lever cause direction to change? __________________________________________
5.
1 foot
Approximately how far did your arm move? ________________________________________
6.
2 feet
Approximately how far did the broom bristles move?__________________________________
7.
A distance multiplier,
Is the lever a distance multiplier or a force multiplier? Why? ____________________________
because the brisles moved twice as far as my arm.
______________________________________________________________________________
8.
Did it take the same amount of time for your arm to move its distance as it took the broom
Yes
bristles to move its distance? ______________________________________________________
9.
The bristles, because they covered
Which, then, must have moved faster? Why? ________________________________________
twice the distance in the same amount of time
______________________________________________________________________________
Yes, because the brisles moved
10. Is the lever a speed multiplier? Explain. ____________________________________________
faster than my arm
______________________________________________________________________________
Now conduct a similar experiment. Only this time let the hand at the top of the broom work as a
fulcrum. Move the hand in the middle of the broom. Answer the same series of questions.
The direction I push is the same
11. How is this lever different from the other lever? ______________________________________
Now try conducting the first experiment again, only this time move the fulcrum up and down.
Move the fulcrum lower that the handle
12. What differences do you notice? ______________________________________________________________
31
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 21
COMPARE/CONTRAST
Choose two simple machines that you have learned about. Compare and contrast each. What uses
does each have? What examples of each kind of machine can you think of? List your ideas below.
MACHINES CHOSEN WILL VARY. BUT STUDENTS SHOULD SHOW SIMILARITIES AND DIFFERENCES BETWEEN THE
TWO MACHINES AS WELL AS USES FOR AND EXAMPLES OF EACH
COMPARE
CONTRAST
32
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 22
INCLINED PLANES
Use a ruler to draw a triangle that represents an inclined plane. Below this sketch show how two of
these triangles can be placed back-to-back to form a wedge. Then write or draw to explain how an
inclined plane can be used in a screw.
At the bottom of the page, explain briefly what an inclined plane, a wedge, and a screw are used
for and how they work.
AN INCLINED PLANE IS USED TO MOVE OBJECTS WITH LESS EFFORT (BUT OVER A GREATER DISTANCE). IT
TRADES EFFORT FOR DISTANCE.
A WEDGE IS USED TO PENETRATE HARD SURFACES. BECAUSE ONE END OF A WEDGE IS THIN, IT PENETRATES
EASIER THAN A THICKER OBJECT.
A SCREW IS AN AXLE WITH AN INCLINED PLANE WRAPPED AROUND IT. THIS ALLOWS THE SCREW TO MOVE
SOMETHING ALONG THE PLANE EASIER THAN IT WOULD OTHERWISE BE. SCREWS ALSO MAKE IT DIFFICULT FOR
OBJECTS TO SLIP OFF, AS IN A LIGHT SOCKET OR BOTTLE CAP
33
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 23
CHECKING VOCABULARY
Hidden in the chart below are 24 words that are either types of simple machines or relate to simple
machines. The letters of these words may be arranged horizontally, vertically, or diagonally, either
spelled forward or backward. Find and circle these 24 terms.
A
C
H
I
S
E
L
I
L
I
Z
A
T
I
E
G
D
E
S
A
X
O
N
N
N
E
U
E
E
S
A
H
P
O
R
P
C
M
H
X
V
C
R
T
E
S
P
E
C
N
A
T
S
I
R
E
A
L
S
Y
L
A
S
I
M
P
L
E
N
A
R
Y
E
F
F
O
R
T
I
I
B
T
E
S
A
H
P
O
O
E
W
E
U
C
O
T
R
R
N
R
E
L
N
I
U
M
S
R
D
E
L
F
L
A
G
E
L
E
V
E
R
T
T
A
S
C
R
E
C
A
H
P
R
E
T
N
D
B
P
E
E
M
I
A
I
A
R
M
Y
R
E
D
D
A
L
P
H
V
E
R
C
T
V
L
U
S
P
R
A
N
M
A
N
E
L
A
K
L
S
O
E
S
M
C
F
C
L
C
E
R
R
E
S
A
O
N
S
R
R
I
R
E
W
O
R
K
F
E
A
R
E
P
N
I
T
A
N
S
C
R
E
X
R
E
K
N
D
L
D
A
O
E
S
B
D
O
O
E
G
U
S
C
G
N
E
L
S
N
F
T
H
W
N
T
D
B
R
F
A
Y
E
U
M
R
E
W
O
P
S
O
U
I
O
L
P
R
D
E
R
C
C
P
F
A
I
C
W
R
O
M
N
U
C
T
H
L
U
T
Y
A
L
A
R
U
C
C
P
E
E
T
O
M
E
E
L
I
N
T
H
E
A
E
H
O
M
P
U
N
R
E
P
L
I
C
A
T
W
A
L
L
U
R
O
N
T
I
H
A
R
B
I
C
Y
C
L
E
T
N
I
A
C
B
R
W
M
O
D
G
N
D
I
T
A
M
O
R
H
E
force
inclined plane
nutcracker
work
screw
crowbar
lever
simple
bicycle
WORD BANK
effort
compound
ladder
fulcrum
screwdriver
needle
wheel
scissors
chisel
34
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 24
TEST
Circle the answer that best fits the question.
1.
What is a machine?
A
B
C
D
E
2.
What is a compound machine?
A
B
C
D
E
3.
When a motor is added to a machine
When several simple machines are combined
When a force causes an object to move
When an object remains still
None of the above.
What is a lever?
A
B
C
D
E
5.
a complex, complicated machine
an electrical machine
a machine that uses several simple machines
a machine with an engine
None of the above.
When is work done?
A
B
C
D
E
4.
something that does work
something that contains a lever
something that uses several simple machines
something that moves
a force or effort
a bar that makes it easier to lift heavy weights
a bar that lifts a weight at one end when force is applied at the other end
a bar that moves a weight a small amount when the fulcrum is near the weight
a bar that moves a weight a great deal when the fulcrum is far from the weight
All of the above.
What is the tradeoff in using a lever to lift a weight?
A
B
C
D
E
The
The
The
The
The
harder it is to lift the weight, the smaller the distance you will move it.
easier it is to lift the weight, the greater the distance you will move it.
fulcrum turns upward force into downward force.
easier it is to lift the weight, the smaller the distance you will move it.
more effort you put into it, the smaller the distance moved.
35
© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 25
TEST CONTINUED
6.
How do you change the length of an effort arm or resistance arm in a lever?
A
B
C
D
E
7.
broom
crowbar
knife
scissors
nutcracker
How does a doorknob work like a lever?
A
B
C
D
E
9.
turning the arm around
moving the fulcrum
turning the arm over
turning over the fulcrum
impossible to change the length of an effort arm or resistance arm.
Which of the following is not a lever?
A
B
C
D
E
8.
by
by
by
by
It’s
The
The
The
The
The
knob acts as a fulcrum.
axle of the doorknob acts like a resistance arm.
axle of the doorknob acts like an effort arm.
lock is the fulcrum
edge of the knob receives effort; the axle acts as a fulcrum.
Which of the following is not a wheel-and-axle machine?
A
B
C
D
E
screwdriver
ax
steering wheel
pencil sharpener
water faucet
10. What does a fixed pulley do?
A
B
C
D
E
It allows you to lift heavy objects.
It changes the direction of a force.
It multiplies the effort.
It increases force.
All of the above.
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© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 26
TEST CONTINUED
11. What does a moveable pulley do?
A
B
C
D
E
It
It
It
It
It
allows you to change the direction of a force.
allows you to raise a flag on a flagpole.
requires you to use a lot of effort to lift objects.
allows you to use little effort to lift heavy objects.
requires a lot of effort to change the direction of a force.
12. Which of the following does not use a pulley?
A
B
C
D
E
a
a
a
a
a
flag pole
sail on a boat
hoist
fan in a car engine
paper cutter
13. How does an inclined plane work?
A
B
C
D
E
It increases the effort used to lift an object by decreasing the distance moved.
It decreases the effort used to lift an object by decreasing the distance moved.
It decreases the effort used to lift an object by increasing the distance moved.
It increases the effort used to lift an object by increasing the distance moved.
None of the above.
14. Which of the following is not an inclined plane?
A
B
C
D
E
a sloping road
a ramp
boat oars
a slide
stairs
15. What is a wedge?
A
B
C
D
E
a tool used to move heavy objects
a tool used to lift heavy objects
a compound machine that uses an inclined plane
a tool that is made up of an inclined plane and a lever
two back-to-back inclined planes that intersect to form a thin edge
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© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work
ANSWER KEY for page 27
TEST CONTINUED
16. Which of the following tools do not use a wedge?
A
B
C
D
E
knife
chisel
plow blade
mop
nail
17. Why would you use a wedge?
A
B
C
D
E
to
to
to
to
to
hoist a heavy weight
move a heavy weight
change the direction of a force
cut metal
penetrate very hard objects
18. A sharp knife has
A
B
C
D
E
a thinner edge than a dull knife and takes less effort to move through wood.
a thinner edge than a dull knife and takes more effort to move through wood.
a thicker edge than a dull knife and takes less effort to move through wood.
a thicker edge than a dull knife and takes more effort to move through wood.
None of the above.
19. What simple machines can you find in a wood screw?
A
B
C
D
E
a
a
a
a
a
wedge, lever, and inclined plane
wedge, inclined plane, and pulley
wedge, inclined plane, and wheel and axle
wheel and axle, lever, and wedge
wheel and axle, lever, and pulley
20. Which of the following does not contain a screw?
A
B
C
D
E
drill bit
bottle cap
light bulb
bolt
hammer
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© Copyright 1998 AIMS Multimedia Simple and Compound Machines: How They Work