Which One Of The Following Is Not An Example Of A Wedge? Ax Chisel Bolt Nail

Summary

Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of unproblematic machines — the wedge, wheel and axle, lever, inclined plane, spiral, and pulley — in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since aboriginal times and are withal in use today. In 2 hands-on activities, students brainstorm their own pyramid design past performing materials calculations, and evaluating and selecting a construction site. The six simple machines are examined in more depth in subsequent lessons in this unit.

This technology curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Why do engineers care about uncomplicated machines? How do such devices assistance engineers better society? Elementary machines are important and common in our earth today in the form of everyday devices (crowbars, wheelbarrows, highway ramps, etc.) that individuals, and peculiarly engineers, use on a daily basis. The same physical principles and mechanical advantages of simple machines used by ancient engineers to build pyramids are employed by today's engineers to construct modern structures such as houses, bridges and skyscrapers. Unproblematic machines give engineers added tools for solving everyday challenges.

Learning Objectives

Later on this lesson, students should be able to:

Understand what a unproblematic auto is and how it would assistance an engineer to build something.
Place half dozen types of uncomplicated machines.
Understand how the same concrete principles used past engineers today to build skyscrapers were employed in ancient times by engineers to build pyramids.
Generate and compare multiple possible solutions to creating a unproblematic lever machine based on how well each met the constraints of the challenge.

Educational Standards

Each TeachEngineering lesson or activity is correlated to i or more K-12 science, technology, technology or math (Stem) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are nerveless, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (world wide web.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; eastward.g., past state; within source past type; e.g., science or mathematics; within blazon past subtype, and so by grade, etc.

NGSS: Next Generation Science Standards - Science

NGSS Performance Expectation
3-PS2-ii. Make observations and/or measurements of an object'due south motion to provide testify that a design can be used to predict hereafter motion. (Grade 3) Do y'all hold with this alignment? Thanks for your feedback!
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This lesson focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Brand observations and/or measurements to produce data to serve every bit the basis for evidence for an caption of a phenomenon or test a design solution. Alignment understanding: Cheers for your feedback! Scientific discipline findings are based on recognizing patterns. Alignment agreement: Thanks for your feedback!	The patterns of an object'southward motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motility can be predicted from information technology. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, simply the concept that some quantities demand both size and direction to exist described is developed.) Alignment agreement: Thanks for your feedback!	Patterns of change tin be used to make predictions. Alignment understanding: Thanks for your feedback!

International Engineering and Engineering Educators Association - Applied science

Tools, materials, and skills are used to brand things and conduct out tasks. (Grades 3 - v) More than Details
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Worksheets and Attachments

Visit [www.teachengineering.org/lessons/view/cub_simple_lesson01] to print or download.

More than Curriculum Like This

Center Schoolhouse Lesson

preview of 'Levers That Lift' Lesson

Upper Unproblematic Lesson

preview of 'Slide Right on by Using an Inclined Plane' Lesson

High School Activeness

preview of 'Splash, Pop, Fizz: Rube Goldberg Machines' Activity

Upper Elementary Lesson

preview of 'Simple Machines and Modern Day Engineering Analogies' Lesson

Introduction/Motivation

How did the Egyptians build the Great Pyramids thousands of years agone (~ii,500 BCE)? Could yous build a pyramid using 9,000-kilogram (~10-ton or 20,000-lb) blocks of stone with your bare hands? That's like trying to move a big elephant with your bare hands! How many people might it take to movement a block that large? It would still be a challenge to build a pyramid today fifty-fifty with modernistic tools, such as jackhammers, cranes, trucks and bulldozers. Just without these modernistic tools, how did Egyptian workers cut, shape, transport and place enormous stones? Well, one key to accomplishing this amazing and difficult task was the use of uncomplicated machines.

Simple machines are devices with no, or very few, moving parts that make work easier. Many of today'southward complex tools are actually just more complicated forms of the six simple machines. Past using simple machines, ordinary people tin can split huge rocks, hoist large stones, and move blocks over cracking distances.

However, it took more than just simple machines to build the pyramids. It also took tremendous planning and a nifty design. Planning, designing, working as a squad and using tools to create something, or to become a chore washed, is what engineering is all about. Engineers use their cognition, creativity and problem-solving skills to accomplish some astonishing feats to solve real-world challenges. People call on engineers to utilize their understanding of how things piece of work to do seemingly impossible jobs and make everyday activities easier. It is surprising how many times engineers turn to simple machines to solve these problems.

Once we sympathise simple machines, you will recognize them in many mutual activities and everyday items. (Hand out Simple Machines Reference Sheet.) These are the half dozen elementary machines: wedge, wheel and axle, lever, inclined plane, screw, and caster. Now that you see the pictures, do yous recognize some of these simple machines? Can you lot see whatever of these simple machines around the classroom? How do they work? Well, an of import vocabulary term when learning about elementary machines is the phenomenon of mechanical reward. Mechanical advantage of simple machines means nosotros can use less force to move an object, but we have to move it a longer distance. A skilful example is pushing a heavy object upwards a ramp. It may be easier to push the object upwardly a ramp instead of just lifting information technology up to the right height, but information technology takes a longer distance. A ramp is an example of the simple machine chosen an inclined plane. Nosotros are going to learn a lot more most each of these six unproblematic machines that are a simple solution to helping engineers, and all humans, do difficult work.

Sometimes information technology is difficult to recognize elementary machines in our lives considering they look different than the examples we see at school. To make our study of simple machines easier, permit's imagine that we are living in aboriginal Egypt and that the leader of the land has hired the states equally engineers to build a pyramid. Students tin can act as engineers with the fun and easily-on activities: Stack It Up! and Choosing a Pyramid Site to blueprint and plan the construction of a new pyramid. Today's availability of electricity and technologically-avant-garde machines make it difficult for us to see what the simple auto is accomplishing. But in the context of ancient Egypt, the simple machines that we will study are the much more bones tools of the time. After nosotros develop an agreement of simple machines, we will shift our context to building a skyscraper in the present solar day, so we can compare and contrast how unproblematic machines were used beyond the centuries and are all the same used today.

Lesson Background and Concepts for Teachers

Apply the fastened Introduction to Unproblematic Machines PowerPoint presentation and Uncomplicated Machines Reference Sheet as helpful classroom tools. (Show the PowerPoint presentation, or print out the slides to use with an overhead projector. The presentation is blithe to promote an inquiry-based way; each click reveals a new point about each machine; take students advise characteristics and examples before you lot reveal them.)

Simple machines are everywhere; we use them everyday to perform elementary tasks. Simple machines have also been in use since the early days of human existence. While unproblematic machines take many shapes, they come in six basic types:

Wedge: A device that forces things autonomously.
Cycle and axle: Used to reduce friction.
Lever: Moves around a pin betoken to increase or decrease mechanical reward.
Inclined plane: Raises objects by moving up a slope.
Screw: A device that can lift or agree things together.
Caster: Changes the direction of a force.

Uncomplicated Machines

We use simple machines considering they brand work easier. The scientific definition of work is the corporeality of force that is applied to an object multiplied past the altitude the object is moved. Thus, work consists of forcefulness and distance. Each job takes a specific amount of work to finish it, and this number does not modify. Thus, the force times the distance always equals the same amount of work. This means that if yous motility something a smaller distance you lot demand to exert a greater force. On the other paw, if yous want to exert less force, y'all need to move it over a greater distance. This is the force and distance trade off, or mechanical advantage, which is common to all simple machines. With mechanical advantage, the longer a task takes, the less force you need to use throughout the job. Well-nigh of the time, we feel that a chore is difficult because it requires united states of america to use a lot of force. Therefore, using the trade off between distance and force can make our task much easier to consummate.

Wedge

The wedge is a simple machine that forces objects or substances apart past applying force to a big expanse on the wedge, with that force magnified to a smaller surface area on the wedge to practice the actual work. A nail is a common wedge with a wide nail head surface area where the force is applied, and a minor point surface area where the full-bodied force is exerted. The force is magnified at the point, enabling the nail to pierce wood. As the nail sinks into the wood, the wedge shape at the point of the nail moves forward, and forces the forest apart.

Everyday examples of wedges include an axe (see Figure i), nail, doorstop, chisel, saw, jackhammer, zipper, bulldozer, snow plough, horse plough, zipper, airplane fly, pocketknife, fork and bow of a boat or ship.

Bicycle and Axle

The wheel and axle is a simple machine that reduces the friction involved in moving an object, making the object easier to transport. When an object is pushed, the force of friction must be overcome to offset it moving. In one case the object is moving, the force of friction opposes the force exerted on the object. The wheel and axle makes this easier by reducing the friction involved in moving an object. The wheel rotates around an axle (essentially a rod that goes through the wheel, letting the wheel turn), rolling over the surface and minimizing friction. Imagine trying to button a 9,000-kilogram (~10-ton) block of rock. Wouldn't information technology be easier to curl it forth using logs placed underneath the stone?

Everyday examples of the wheel and axle include a car, bicycle, office chair, bicycle barrow, shopping cart, hand truck and roller skates.

Lever

A lever simple machine consists of a load, a fulcrum and try (or force). The load is the object that is moved or lifted. The fulcrum is the pin point, and the endeavour is the force required to elevator or move the load. By exerting a force on one terminate of the lever (the applied strength), a force at the other stop of the lever is created. The applied force is either increased or decreased, depending on the distance from the fulcrum (the point or support on which a lever pivots) to the load, and from the fulcrum to the try.

Photograph of a crowbar prying a nail, with the load, force and fulcrum labeled. — Effigy 2: A crowbar is an example of a lever.

copyright

Copyright © 2004 Microsoft Corporation, Ane Microsoft Mode, Redmond, WA 98052-6399 U.s.. All rights reserved. With notations by the ITL Plan, University of Colorado at Boulder, 2005.

Everyday examples of levers include a teeter-totter or see-saw, crane arm, crow bar, hammer (using the hook end), fishing pole and bottle opener. Think of a how yous employ a crowbar (see Effigy two). Past pushing down on the long end of the crowbar, a force is created at the load end over a smaller distance, again, demonstrating the tradeoff betwixt strength and distance.

Inclined Plane

Inclined planes make it easier to elevator something. Recollect of a ramp. Engineers utilize ramps to hands move objects to a greater height. At that place are two ways to raise an object: by lifting it straight up, or past pushing it diagonally upwards. Lifting an object straight up moves it over the shortest distance, just you must exert a greater force. On the other hand, using an inclined plane requires a smaller force, just you must exert it over a longer altitude.

Everyday examples of inclined planes include highway access ramps, sidewalk ramps, stairs, inclined conveyor belts, and switchback roads or trails.

Screw

A car jack. — Effigy 3: A car jack is an example of a screw-type unproblematic automobile that enables one person to elevator upward the side of a car.

copyright

Copyright © https://en.wikipedia.org/wiki/Jack_(device)#/media/File:Jackscrew.jpg

A screw is essentially an inclined plane wrapped around a shaft. Screws accept ii primary functions: they hold things together, or they lift objects. A spiral is good for belongings things together because of the threading around the shaft. The threads grip the surrounding material like teeth, resulting in a secure hold; the only way to remove a spiral is to unwind it. A car jack is an case of a screw beingness used to lift something (see Figure iii).

Everyday examples of screws include a spiral, commodities, clamp, jar lid, car jack, spinning stool and spiral staircase.

Pulley

A caster is a simple machine used to change the direction of a strength. Call back of raising a flag or lifting a heavy rock. To elevator a rock upwards into its place on a pyramid, one would have to exert a forcefulness that pulls information technology upwardly. By using a pulley fabricated from a grooved bicycle and rope, one tin pull down on the rope, capitalizing on the force of gravity, to lift the stone up. Even more valuable, a system of several pulleys can be used together to reduce the force needed to elevator an object.

Everyday examples of pulleys in use include flag poles, elevators, sails, fishing nets (see Figure 4), clothes lines, cranes, window shades and blinds, and rock climbing gear.

Chemical compound Machines

A compound machine is a device that combines two or more simple machines. For example, a wheelbarrow combines the use of a wheel and axle with a lever. Using the six bones simple machines, all sorts of compound machines can be made. In that location are many uncomplicated and compound machines in your home and classroom. Some examples of the compound machines you may observe are a tin can opener (wedge and lever), exercise machines/cranes/tow trucks (levers and pulleys), shovel (lever and wedge), car jack (lever and screw), wheel barrow (cycle and axle and lever) and bicycle (wheel and beam and pulley).

Associated Activities

Stack Information technology Up! - Students analyze and begin to pattern a pyramid. They perform calculations to determine the surface area of their pyramid base, stone cake volumes, the number of blocks required for their pyramid base, and make a scaled drawing of a pyramid on graph paper.
Lookout this activity on YouTube
Choosing a Pyramid Site - Working in engineering science project teams, students choose a site for the structure of a pyramid. They base their conclusion on site features every bit provided by a surveyor's report; distance from the quarry, river and palace; and other factors they deem important to the project.

Lesson Closure

Today, we have discussed six uncomplicated machines. Who tin can name them for me? (Answer: Wedge, wheel and beam, lever, inclined plane, spiral, and caster.) How do simple machines make work easier? (Answer: Mechanical advantage enables united states of america to apply less strength to move an object, but nosotros take to move it a longer distance.) Why do engineers use simple machines? (Possible answers: Engineers creatively utilize their knowledge of science and math to make our lives better, often using simple machines. They invent tools that brand work easier. They attain huge tasks that could not exist done without the mechanical reward of uncomplicated machines. They design structures and tools to use our environmental resources better and more efficiently.) Tonight, at home, recall about everyday examples of the 6 simple machines. Encounter how many you can detect around your firm!

Complete the KWL Assessment Chart (meet the Assessment section). Estimate students' understanding of the lesson by assigning the Simple Machines Worksheet as a accept-home quiz. Equally an extension, use the attached Unproblematic Machines Scavenger Hunt! Worksheet to conduct a simple machines scavenger hunt in which students observe examples of simple machines used in the classroom and at home.

In other lessons of this unit, students study each simple motorcar in more than detail and see how each could be used as a tool to build a pyramid or a modernistic building.

Vocabulary/Definitions

blueprint: (verb) To plan out in systematic, often graphic form. To create for a particular purpose or effect. Blueprint a building. (noun) A well thought-out programme.

Applied science: Applying scientific and mathematical principles to practical ends such equally the blueprint, industry and operation of efficient and economical structures, machines, processes and systems.

force: A button or pull on an object.

inclined plane: A simple car that raises an object to greater top. Unremarkably a straight slanted surface and no moving parts, such equally a ramp, sloping route or stairs.

lever: A simple machine that increases or decreases the force to lift something. Unremarkably a bar pivoted on a fixed point (fulcrum) to which forcefulness is practical to exercise piece of work.

mechanical advantage : An advantage gained past using simple machines to reach work with less effort. Making the chore easier (which means information technology requires less forcefulness), only may crave more than time or room to work (more than distance, rope, etc.). For case, applying a smaller forcefulness over a longer distance to achieve the same consequence as applying a large force over a small distance. The ratio of the output force exerted by a motorcar to the input force applied to information technology.

caster: A simple machine that changes the direction of a strength, ofttimes to lift a load. Usually consists of a grooved wheel in which a pulled rope or chain runs.

pyramid: A massive structure of ancient Egypt and Mesoamerica used for a crypt or tomb. The typical shape is a foursquare or rectangular base at the ground with sides (faces) in the form of 4 triangles that meet in a point at the superlative. Mesoamerican temples have stepped sides and a apartment top surmounted by chambers.

screw: A simple auto that lifts or holds materials together. Frequently a cylindrical rod incised with a screw thread.

uncomplicated machine: A car with few or no moving parts that is used to make work easier (provides a mechanical advantage). For example, a wedge, wheel and beam, lever, inclined aeroplane, screw, or caster.

spiral: A curve that winds around a fixed middle bespeak (or axis) at a continuously increasing or decreasing distance from that point.

tool: A device used to do work.

wedge: A unproblematic car that forces materials autonomously. Used for splitting, tightening, securing or levering. Information technology is thick at i end and tapered to a thin edge at the other.

wheel and beam: A simple machine that reduces the friction of moving by rolling. A bike is a disk designed to turn effectually an beam passed through the eye of the bicycle. An beam is a supporting cylinder on which a wheel or a set of wheels revolves.

work: Strength on an object multiplied by the distance information technology moves. W = F x d (force multiplied by distance).

Assessment

Pre-Lesson Cess

Know / Want to Know / Learn (KWL) Chart: Create a classroom KWL chart to aid organize learning about a new topic. On a large sheet of newspaper or on the classroom board, describe a nautical chart with the title "Building with Unproblematic Machines." Depict three columns titled, G, Due west and L, representing what students know nigh simple machines, what they want to know about simple machines and what they learned nigh simple machines. Fill out the K and West sections during the lesson introduction equally facts and questions emerge. Fill up out the 50 section at the terminate of the lesson.

Post-Introduction Cess

Reference Sheet: Hand out the attached Simple Machines Reference Sheet. Review the data and answer whatsoever questions. Propose the students continue the canvas handy in their desks, folders or journals.

Observations: Show students an example of each unproblematic automobile and take them brand observations and discuss any patterns that can exist used to predict future movement.

Lesson Summary Assessment

Endmost Discussion: Conduct an informal class discussion, asking the students what they learned from the activities. Ask the students:

Who can name the different types of simple machines? (Answer: Wedge, wheel and axle, lever, inclined airplane, screw, and pulley.)
How do simple machines make work easier? (Answer: Mechanical advantage enables u.s.a. to utilize less force to move an object, simply nosotros have to motion information technology a longer distance.)
Why practise engineers use unproblematic machines? (Possible answers: Engineers creatively use their cognition of scientific discipline and math to make our lives better, oftentimes using unproblematic machines. They invent tools that make piece of work easier. They achieve huge tasks that could not be done without the mechanical advantage of simple machines. They design structures and tools to use our ecology resources better and more efficiently.)

Remind students that engineers consider many factors when they plan, design and create something. Ask the students:

What are the considerations an engineer must keep in listen when designing a new structure? (Possible answers: Size and shape (design) of the structure, available construction materials, calculation of materials needed, comparing materials and costs, making drawings, etc.)
What are the considerations an engineer must keep in mind when choosing a site to build a new structure? (Possible answers: Site physical characteristics [topography, soil foundation], distance to construction resources [woods, rock, h2o, concrete], suitability for the structure'south purpose [locate a school or grocery store near where people alive].)

KWL Nautical chart (Conclusion): Equally a class, finish cavalcade L of the KWL Chart as described in the Pre-Lesson Assessment section. List all of the things they learned nearly simple machines. Were all of the W questions answered? What new things did they learn?

Homework

Accept-Habitation Quiz: Gauge students' understanding of the lesson by assigning the Unproblematic Machines Worksheet as a take-home quiz.

Lesson Extension Activities

Utilize the attached Elementary Machines Scavenger Hunt! Worksheet to carry a fun scavenger hunt. Have the students find examples of all the simple machines used in the classroom and their homes.

Bring in everyday examples of simple machines and demonstrate how they work.

Illustrate the power of simple machines by asking students to do a job without using a uncomplicated machine, and so with one. For instance, create a lever demonstration past hammering a smash into a piece of wood. Have students try to pull the smash out, first using only their hands

Bring in a multifariousness of everyday examples of unproblematic machines. Paw out 1 out to each student and have them think about what type of simple automobile it is. Side by side, have students place the items into categories by unproblematic machines and explain why they chose to identify their item there. Ask students what life would be like without this detail. Emphasize that simple machines make our life easier.

Come across the Edheads website for an interactive game on simple machines: http://edheads.org.

Technology Pattern Fun with Levers: Give each pair of students a paint stirrer, three small-scale plastic cups, a piece of duct tape and a wooden cake or spool (or annihilation like). Challenge the students to design a elementary automobile lever that volition throw a ping pong ball (or any other type of pocket-size ball) every bit high as possible. In the re-design phase, allow the students to request materials to add on to their design. Take a pocket-sized contest to run into which group was able to send the ping pong brawl flying high. Hash out with the class why that particular design was successful versus other variations seen during the competition.

Additional Multimedia Support

See http://edheads.org for a good uncomplicated machines website with curricular materials including educational games and activities.

References

Dictionary.com. Lexico Publishing Group, LLC. Accessed January 11, 2006. (Source of some vocabulary definitions, with some adaptation) http://www.dictionary.com

Simple Machines. enquiry Almanack, The Franklin Institute Online, Unisys and Drexel eLearning. Accessed Jan xi, 2006. http://sln.fi.edu/qa97/spotlight3/spotlight3.html

Copyright

Contributors

Greg Ramsey; Glen Sirakavit; Lawrence E. Carlson; Jacquelyn Sullivan; Malinda Schaefer Zarske; Denise Carlson, with blueprint input from the students in the spring 2005 1000-12 Engineering Outreach Corps course

Supporting Program

Integrated Teaching and Learning Plan, College of Applied science, Academy of Colorado Boulder

Acknowledgements

The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program under National Scientific discipline Foundation GK-12 grant no. 0338326. Even so, these contents practise not necessarily represent the policies of the National Scientific discipline Foundation, and you should non assume endorsement past the federal government.

Last modified: April 15, 2022