Simple Machines
We have been observing and investigating different simple and
compound machines. We have learned that these machines
are all around us and that we use many of them in our daily
lives. Look around your home or at school. What machines do
you see and use? What do you know about these machines?
Use what you know to complete the following:
Part 1:
Select a compound machine that is commonly found in your
home or school. Draw a labeled diagram of the machine. Write
a paragraph to tell where and how this machine is generally
used.
Part 2:
Make a detailed diagram beneath the first diagram and clearly
label two or more simple machines that make up the compound
machine. Identify these simple machines. Write a paragraph
describing how these function in the compound machine.
Simple Machines
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Simple Machines
Suggested Grade Span
6–8
Task
We have been observing and investigating different simple and compound machines. We have
learned that these machines are all around us and that we use many of them in our daily lives.
Look around your home or at school. What machines do you see and use? What do you know
about these machines? Use what you know to complete the following:
Part 1:
Select a compound machine that is commonly found in your home or school. Draw a labeled
diagram of the machine. Write a paragraph to tell where and how this machine is generally
used.
Part 2:
Make a detailed diagram beneath the first diagram and clearly label two or more simple
machines that make up the compound machine. Identify these simple machines. Write a
paragraph describing how these function in the compound machine.
Big Ideas and Unifying Concepts
Cause and effect
Form and function
Models
Systems
Physical Science Concept
Motion and forces
Design Technology Concept
Use of tools
Mathematics Concept
Diagrams
Simple Machines
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Time Required for the Task
One hour.
Context
Instruction that deals with force, motion, mechanical advantage, friction, work and similar
concepts usually includes a study of simple machines. The simple machines include the lever,
wheel and axle, pulley, inclined planes, wedge, and screw. These simple machines make up
compound machines that are the different tools and gadgets commonly found in our homes. In
this unit (through a series of hands-on investigations) students investigated how the various
simple machines function.
What the Task Accomplishes
In this task students will identify simple machines found in the common compound machines
that are used in their everyday world. Through the study of simple machines students will
realize that the physics concepts of force, motion, friction, etc., are very much a part of their
lives and that we are actually very dependent on these simple and compound machines.
Students will demonstrate their understanding of how simple machines function and the role
they play in more complex machines.
How the Student Will Investigate
Students will work individually and select a common compound machine found in their everyday
lives. They will then sketch and label this machine. Students will write a paragraph to describe
how this machine is used. Students will then diagram and label clearly at least two simple
machines that make up the compound machine. They will need to identify these simple
machines and write a paragraph to describe how they function in the compound machine.
Interdisciplinary Links and Extensions
Language Arts/History
Students can study different household items and recognize that these and other useful
machines are made up of simple machines. Students could also trace the use of simple and
complex machines over time as they study great inventions and inventors throughout history.
Students could also explore the applications of science and discover ways to make good
devices even better (such as in the activity "Build a Better Mousetrap").
There are countless stories and biographies about inventors that highlight contributions of
famous and not-so-famous people who have made tremendous contributions to our society and
the way we live.
Simple Machines
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Science
An extension for this unit is to challenge students to design their own complex machine using a
variety of simple machines. Or, have them design a machine to perform a specific function
(such as move a desk across the room, using only simple machines).
Mathematics
The purpose of a simple machine and a compound machine is to make work easier. Students
could learn how scientists measure work and understand that work is defined as a force that
moves an object a certain distance. There are different types of measurement tools, such as
spring scales, to measure the amount of force needed.
Teaching Tips and Guiding Questions
If this activitiy or a similar one is used as an instructional activity, make sure the examples
students use in the assessment task are different from the ones used in the instruction. The
assessment task should show an understanding of the concepts and principles in a new
example rather than be a repetition of a previous example. It would also be helpful for students
to have the opportunity to take apart a variety of complex machines to investigate how they are
built and what simple machines are used.
What compound machine do you use regularly?
What machine will you select to diagram and why?
How will you diagram the machine to show all of its parts?
What does this machine do and where is it used?
What simple machines make up this compound machine?
What are those simple machines called and what do they do?
How do these simple machines function in the compound machine? How do they work
together to make the machine function?
• How do simple machines and compound machines make work easier?
• How do they make our life easier?
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Concepts to be Assessed
(Unifying concepts and big ideas and science concepts to be assessed using the Exemplars
Science Rubric under the criterion: Science Concepts and Related Content)
Physical Science – Motion and Forces: Students observe and compare physical properties of
matter and understand how an unbalanced force acting on an object changes its speed or path
of motion (or both). Students show an understanding of the concepts of force, motion,
mechanical advantage, friction, work and gravity appropriately and describe cause-effect
relationships with some justification, using data and prior knowledge.
Design Technology – Use of Tools: Students observe that some materials are better than
others, depending on the task and characteristics of the materials and that several steps are
involved in making things. Students identify characteristics of materials.
Simple Machines
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Mathematics: Students use diagrams appropriately.
Skills to be Developed
(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Hypothesizing/predicting, observing, diagramming, recording observations
and data, using data to construct a reasonable explanation, drawing conclusions,
communicating findings and challenging misconceptions.
Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena.
Scientific Theory: Students look for evidence that explains why things happen, and modify
explanations when new observations are made.
Physical Science – Motion and Forces; Transfer and Transformation of Energy: Students
observe and record the effects of materials and combinations of materials at rest and in motion.
Students observe that forces (such as gravity) can act "at a distance" and can cause objects to
be pushed or pulled. Students understand that energy is a property of many substances,
including mechanical motion, and can be transferred in many ways.
The Designed World: Students use tools to extend their ability (to make things, to move
things, to shape materials). Students demonstrate that manufacturing requires a series of steps
and, depending on the task, careful choice of materials (based on their characteristics).
Communication: Students use verbal and nonverbal skills to express themselves effectively.
Suggested Materials
Students will need paper and a pencil.
Possible Solutions
Solutions will vary with the choice of machine. Students should select a compound machine
that has a minimum of two simple machines. The example diagrammed should be different from
any compound machines studied in class. The diagram should be clearly labeled and drawn.
The function/use of the compound machine should be described accurately.
In the second drawing, students should clearly show and label the simple machines that are a
part of the compound machine and explain the role of the simple machine in the functioning of
the complex machine. Students' work should demonstrate an understanding of the structure
and function of simple and compound machines and the relationship between them.
Simple Machines
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Task-Specific Assessment Notes
Novice
The student selects a compound machine (can opener). A diagram is not clearly drawn or
labeled. The student does not describe the function of the machine in any detail. S/he does not
diagram or label any of the simple machines in the can opener. The student does not describe
the role of any simple machines in the can opener, and the simple machines drawn have no
relationship to the can opener at all. The conceptual understanding is not demonstrated.
Apprentice
The student selects a compound machine (scissors). A diagram is clearly drawn, but not
labeled. The student does not describe the function of the machine. The student draws some
parts of the machine, but explanations are lacking. There is no connection made to the
compound machine or to how the compound machine is made up of specific simple machines.
The student does not describe the role of any simple machines in the scissors and does not
demonstrate a conceptual understanding.
Practitioner
The student selects a compound machine (bicycle). A diagram is clearly drawn and partially
labeled in relation to the simple machines that make up the compund machine. The student
briefly describes the function of the machine, but it is not clear from the explanation what the
machine does. S/he diagrams and labels two or more simple machines on the compound
machines. The student does not describe clearly the role of the simple machines on the bicycle.
A conceptual understanding is partially demonstrated.
Expert
The student selects a compound machine (garage door opener). A diagram is clearly drawn
and labeled. S/he describes the overall function of the machine and labels two or more simple
machines on the compound machine. The student describes the role of the simple machines in
the compound machine. A conceptual understanding is demonstrated.
Note: A more "complete" Expert would include more than two simple machines and the
diagrams would be more clearly labeled.
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Novice
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Apprentice
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Practitioner
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Expert
Simple Machines
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