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1 - Partnerships Implementing Engineering Education Worcester Polytechnic Institute – Worcester Public Schools Supported By: National Science Foundation

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1 - Partnerships Implementing Engineering Education Worcester Polytechnic Institute – Worcester Public Schools Supported By: National Science Foundation Partnerships Implementing Engineering Education Worcester Polytechnic Institute – Worcester Public Schools Supported by: National Science Foundation Simple Machines: 4.G.3 _______________________________ Levers Grade Level 4 Sessions 1 – 50 minutes each Seasonality N/A Instructional Mode(s) Whole class Team Size Whole class WPS Benchmarks 04.SC.IS.03 04.SC.IS.04 04.SC.IS.05 04.SC.TE.03 MA Frameworks 3-5.IS.03 3-5.IS.04 3-5.IS.05 3-5.TE.1.3 Key Words Simple Machines, Levers, Engineering Design Process Summary The students will learn about the advantages of using different types of levers. The students will then apply what they have learned and the engineering design process to solve a problem. Learning Objectives 2002 Worcester Public Schools (WPS) Benchmarks for Grade 4 04.SC.IS.03 Keep accurate records while conducting simple investigations or experiments. 04.SC.IS.04 Conduct multiple trials to test a prediction. Compare the results of an investigation or experiment with the prediction. 04.SC.IS.05 Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment. 04.SC.TE.03 Identify and explain the difference between simple and complex machines (e.g., hand can opener that includes multiple gears, wheel, wedge gear, lever). Additional Learning Objectives 1. 04.SC.IS.03 Keep accurate records while conducting simple investigations or experiments. - 1 - Partnerships Implementing Engineering Education Worcester Polytechnic Institute – Worcester Public Schools Supported by: National Science Foundation 2. 04.SC.IS.04 Conduct multiple trials to test a prediction. Compare the results of an investigation or experiment with the prediction. 3. 04.SC.IS.05 Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment. 4. 3-5.TE.1.3 Identify and explain the difference between simple and complex machines (e.g., hand can opener that includes multiple gears, wheel, wedge gear, lever). Required Background Knowledge 1. Basic understanding of simple machines. 2. Basic understanding of the engineering design process. Essential Questions 1. What are the different types of levers? 2. Do levers make doing work easier? Introduction / Motivation Ask the students what levers are and what they are used for? Ask the students for examples of levers that they see in everyday life. (Examples of Levers) Procedure The instructor will: 1. Divide the class up into groups depending on the number of supplies. 2. Pass out the Experiment 1: Class 1 Levers to the groups and the materials needed to do Experiment 1. 3. After all groups have completed the first experiment to pass out Experiment 2: Class 2 Levers and the materials for the second experiment. Do the same for Experiment 3: Class 3 Levers. 4. When all groups have completed all experiments and answered all questions, the class should discuss their answers. 5. Pass out Engineering Design Task for the students to complete individually or in their groups. - 2 - Partnerships Implementing Engineering Education Worcester Polytechnic Institute – Worcester Public Schools Supported by: National Science Foundation Materials List Materials per group Amount Location Books 1-2 Classroom String 2 pieces (4-5 ft) Hardware Store Weight 1 Fitness Area of Department Store Board 1 Hardware Store Spring Scale 1 Specialty Store Ruler or Meter Stick 1 Classroom Materials per student Amount Location Handouts 1 Lesson Plan Vocabulary with Definitions 1. Force - The capacity to do work or cause physical change. 2. Lever – A simple machine that has an arm that “pivots” against a fulcrum. 3. Simple Machine – Explain that a simple machine is a device that makes work easier. 4. Work – Physical or mental effort or activity directed toward the production or accomplishment of something. Assessment / Evaluation of Students The instructor may assess the students in any/all of the following manners: 1. Check worksheets Lesson Extensions The other lessons in this unit focus on other types of simple machines. Attachments 1. Levers 2. Experiment 1: Class 1 Levers 3. Experiment 2: Class 2 Levers 4. Experiment 3: Class 3 Levers 5. Engineering Design Task (2 pages) 6. Examples of Levers - 3 - Troubleshooting Tips None Safety Issues None Additional Resources None Key Words Simple machines, Levers, Engineering Design Process Levers There are three different types of levers. http://www.pbs.org/wgbh/nova/teachers/activities/images/27ms_sle2treb_levers.gif Name: _____________________ Date: ___________ Experiment 1 – Class 1 Levers 1. Put a ruler on the desk so that half of it goes out further than the edge of the desk. 2. Place your Science book on the other end of the ruler like in the picture below. 3. Attach the pull scale to the part of the ruler shown in the picture. 4. Pull down gently on the pull scale to see how much force is needed to lift the book. Force __________________ 5. Try the experiment again and move the book closer to the edge of the desk. How much force is needed this time? Force __________________ 6. Try the experiment one more time with the book at the edge of the desk. How much force did it take to lift the book that time? Force _______________ Attach the pull scale here. Name: _____________________ Date: ________ Experiment 2 – Class 2 Levers 1. Tie a piece of string around the weight your group was given and place it on the floor. 2. Lift the toy off of the floor with the pull scale and record how much force was needed to lift the toy. Force _____________ 3. Set up your experiment the way it is shown in the picture below. 4. Make sure your setup looks like the picture. 5. Lift the weight with the Class 2 lever and record the amount of force needed. Force _____________ Was it more or less than lifting the weight without the lever? _________ weight Name: __________________ Date: _________ Experiment 3 – Class 3 Levers 1. This type of lever is similar to the Class 2 lever except the weight and the effort are switched. Set up your experiment like the picture below. 2. Tape the ruler to the desk with masking tape. 3. Lift the weight gently. 4. How much force is needed to lift the weight? Force _________________ weight weight Name: ________________________ Date: _________ Engineering Design Task Step 1: Identify the need or problem You need to lift a large stack of books to the top shelf in the library using at least one lever. www.bu.edu http://www.hekman.com Step 2: Research the need or problem The three experiments you have done with different types of levers and thinking about the problem will be your research. Step 3: Brainstorm Draw three different possible solutions on the back of this paper. Step 4: Select the best possible solution Circle the solution in Step 3 that you select. Why did you select that solution? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Name: ________________________ Date: _________ Step 5: Construct a prototype Instead of constructing a prototype, write down the steps you would take in building your prototype. Include the types of materials and tools you would use. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Step 6: Test and evaluate the solution Consider what would happen if your designed prototype would be used to lift a car? How could you improve your design to lift cars? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Step 7: Communicate the solution Present your chosen design to the members of your group. Step 8: Redesign Draw a picture of your new and improved design on the back of this paper. (Use your ideas from Step 6.) Examples of Levers .
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