Project 7 Simple Machines by yad15518

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									Cornell Science Inquiry Partnerships                      Cornell University            http://csip.cornell.edu



                                           Simple Machines
                                             Teacher’s Guide

          by Tom Oberst, CSIP Graduate Student Fellow, Cornell University


Description
This is a hands-on experiment where students take measurements and carry out a
scientific procedure to explore two of the six types of simple machines: the lever and
inclined plane. The experiments require the availability of spring-scales and 1kg masses.
All of the other materials are basic, inexpensive, classroom materials.

Subject: Physics or Physical science

Grade Level: 6-9

Time required: 1-2 class periods (45-90 minutes)

Background
Students should have already been introduced to the six types of simple machines: wheel
and axle, wedge, lever, inclined plane, pulley, and screw. Students should also be familiar
with the definitions of Ideal Mechanical Advantage, Actual Mechanical Advantage, and
Efficiency for each type of simple machine.

Learning & Behavioral Objectives
Students get hands-on experience with simple machines, and practice calculating
mechanical advantage and efficiency. Students also learn laboratory and measurement
techniques used in scientific experiments.

National Science Education Standards Addressed
 Motion and forces
 Measurement
 Evidence, models and explanation
 Abilities of technological design
 Interactions of energy and matter
 Form and function
 Abilities to do scientific inquiry

Assessment Strategy
Students perform experiments and fill in the laboratory worksheet.

  This material was developed through the Cornell Science Inquiry Partnership program (http://csip.cornell.edu), with
  support from the National Science Foundation’s Graduate Teaching Fellows in K-12 Education (GK-12) program
  (DGE # 0231913 and # 9979516) and Cornell University. Any opinions, findings, and conclusions or recommendations
  expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF.

								
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