Six Simple Machines: How They Combine to Form Commonly Used Complex Machines
Summary
In this classroom/lab, students investigate how complex machines are made up of two or more simple machines using four common appliances: radio, blender base, toaster, and hand-held blender. Students will work in cooperative groups to predict which of the six simple machines will be found most frequently in their machine. Students will then dissect the appliances and record on a chart in their Science notebooks the presence of each simple machine they find.
CollapseLearning Goals
Context for Use
This activity could be adapted for grades 3, 4, or 5, and is great for teachers in a classroom setting because it doesn't require a lab. Class size is also flexible as students are working in small cooperative groups. The activity requires approximately 45 minutes. Students should be well versed in the six simple machines: wedge, screw, lever, pulley, wheel & axle, and inclined plane before doing this activity. The teacher must locate enough appliances and devices before that day of class so each group has their own. You will also need a hammer, wrench, screwdriver, and pliers for each group.
Description and Teaching Materials
The teacher makes a chart on the board with six columns, the students will write in one of the six simple machines in each column. Then the following questions will be proposed to the class to answer in discussion format: How do simple machines help us do work?; How do the simple machines help us in our everyday lives?; What else do you know about simple machines?
Students will be broken into four groups by the teacher. After giving instructions, the groups will be given one appliance/device each. The appliances will be a radio, blender base, toaster, and a hand held blender. Then the students will be directed to write down in their Science notebooks the function of the machine, and then to predict which of the six simple machines will be found most frequently in their machines, and explain why they predict this. Then each table will receive three to four tools (hammer, wrench, screwdriver, pliers). They will dissect their machines and using the chart make earlier in class and copied into their own Science notebooks, tally how often machines were found. For some simple machines, students will need to observe how the parts were used in order to classify them. This activity will take 15-20 minutes. Students then put dissected machines into a box at the front of the class, turn in their tools, and clean up.
Discuss students findings. Ask probing questions about why certain machines were found more often than others. Decide as a class if the majority of predictions were correct or incorrect. Discover what the students found most surprising about their tally. All complex machines are made up of two or more simple machines, the more complex the machine, the more likely the more simple machines. There are simple machines in common objects that we handle every day, and they allow us to have the convenience and advantages of complex machines.
Students will be broken into four groups by the teacher. After giving instructions, the groups will be given one appliance/device each. The appliances will be a radio, blender base, toaster, and a hand held blender. Then the students will be directed to write down in their Science notebooks the function of the machine, and then to predict which of the six simple machines will be found most frequently in their machines, and explain why they predict this. Then each table will receive three to four tools (hammer, wrench, screwdriver, pliers). They will dissect their machines and using the chart make earlier in class and copied into their own Science notebooks, tally how often machines were found. For some simple machines, students will need to observe how the parts were used in order to classify them. This activity will take 15-20 minutes. Students then put dissected machines into a box at the front of the class, turn in their tools, and clean up.
Discuss students findings. Ask probing questions about why certain machines were found more often than others. Decide as a class if the majority of predictions were correct or incorrect. Discover what the students found most surprising about their tally. All complex machines are made up of two or more simple machines, the more complex the machine, the more likely the more simple machines. There are simple machines in common objects that we handle every day, and they allow us to have the convenience and advantages of complex machines.
Teaching Notes and Tips
Discuss safety guidelines with students prior to handing out the devices, students must be careful with the tools and the ways that they use them. Students should at no time put any plugs of the appliances anywhere close to an outlet, I plan to remove all power cords from the machines prior to student contact. Make sure students are constructively dissecting machines by checking in with each group. Thrift stores are cheap and a great source to obtain appliances.
Assessment
Class discussion and group observation will help determine whether or not students collectively are achieving the learning goals for this activity. Students will also be required to predict, chart, tally, and record their observations/data and conclusions in their Science notebooks to be handed in.
Standards
Grade 5, I.History And Nature of Science; B. Scientific Inquiry - The student will understand the process of scientific investigations; Benchmark 1. The student will perform a controlled experiment using specific step-by-step proceedure and present conclusions supported by the evidence.